Does STAD work? A comparative study on students’ problem-solving ability in elementary geometry problems

Neneng Nurul Ulfah; Glenaldo Achmad Zhafran Evito

Authors

Neneng Nurul Ulfah SDN Leuwinutug 1, Indonesia
Glenaldo Achmad Zhafran Evito University of Tsukuba, Japan

Keywords:

Cooperative learning, Elementary Mathematics, Geometry Problems, Problem-Solving, STAD

Abstract

The purpose of this study is to examine whether the Student Teams Achievement Division (STAD) cooperative learning model leads to differences in students’ problem-solving performance in geometry problems compared to unguided discussion. A posttest-only control group design was employed with two fourth-grade classes selected through judgment sampling. The experimental group received STAD-based instruction, while the control group followed an unguided discussion approach. A validated essay-type problem-solving test was administered, and data were analyzed using normality tests, variance tests, and an independent t-test. The results show no significant difference in mean scores between the STAD group and the control group. These findings indicate that the short duration of the intervention and limited prerequisite knowledge may have reduced the potential effectiveness of STAD. The study highlights the need for strengthening foundational mathematical understanding prior to higher-level problem-solving instruction.

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