This study aimed to explore whether there
was any significant difference between the
means of the pre-and posttests of the students
of the STAD and control groups’ achievement,
attitude and motivation. Independent t-tests and
paired t-tests for both achievement and attitude
tests comparing the mean scores of the pretest
and the posttest between the experimental group
and control group were computed to determine
if a significant difference existed. In order to reject
or accept the hypothesis for this study, the
t-test scores for both groups were computed.
The internal reliability of the instruments and
the consistency of the significant correlations
throughout the project among several of the
motivation subscales provide support for the
construct validity of the instruments.
Based on the data in Table 1, mean of pretest
scores prior to instruction is not significantly
different (t66 = -0.078, p<0.05). The results of
post-achievement test indicate that the mean of
post-test scores for participants in the experimental
group that studied STAD as a cooperative
learning technique are statistically different
from the control group that learned via direct
instruction (t66= -5.231, p<0.05).
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