A Study of Achievement on the Thai Language in Principles of Using Thai Language of Mathayomsuksa 1 Students Through Cooperative Learning Management Using STAD Techniqus

Abstract

This study aimed to examine the effects of cooperative learning using the Student Teams Achievement Division (STAD) technique on learning achievement in Thai language, specifically in the topic of “Principles of Thai Language Usage,” among lower secondary school students. The research was grounded in the theoretical frameworks of constructivist learning theory and Vygotsky’s social development theory, which emphasize the role of social interaction and collaboration in knowledge construction. The sample consisted of 30 Grade 7 students selected through cluster sampling from a secondary school under the jurisdiction of a provincial education office. The research instruments included 12 STAD-based instructional lesson plans and a 30-item multiple-choice achievement test with four options per item. The quality of the test was verified through item analysis, and the reliability coefficient was found to be 0.88. Descriptive statistics such as mean and standard deviation were employed alongside inferential statistics, namely the dependent sample t-test, to analyze the data.

The findings revealed that (1) 73.33% of the students achieved post-test scores at or above the predetermined proficiency criterion, indicating the instructional model's effectiveness, and (2) the students’ post-test scores were significantly higher than their pre-test scores at the .05 level of statistical significance. These results demonstrate that the STAD cooperative learning model had a statistically significant positive effect on students’ Thai language learning achievement and could serve as a basis for the development of effective instructional innovations aimed at enhancing academic performance in secondary education.