Abstract:
The student team achievement division (STAD) is cooperative learning method that allows students to collaborate towards common learning objectives, instead of focusing on individual learning. This investigated the Effects of Student Team Achievement Division Teaching on Undergraduate Students’ Attitudes and Performances in Reading Comprehension and Vocabulary Learning at Oromia Police College in the academic year 2024. Two groups participated in the study: Control group (N=22) and experimental group (N=25) in this study. Students in experimental group engaged in Student team achievement division cooperative learning method for 12 days while the control group was taught by using the conventional method, which is mostly teacher’s centered and later divided to the small group work method. To gather data, pretest and posttest of reading comprehension and vocabulary performance were administered, the independent sample t- test was used to test research hypothesis. Thus, reading comprehension and vocabulary achievement posttests were set from the content taught and administered at the end of the instruction to determine significant differences in the students' achievement. An alpha level of 0.05, independent and paired samples t-tests were employed to analyze the results. The finding showed that there is a significant difference between the control and experimental group, with values of (8.075), (P = .000) for reading comprehension and (9.397), (P = .00) for vocabulary achievement. Furthermore, students in the student team achievement division method reported a positive attitude toward the use of student team achievement division suggesting that student team achievement division learning method had positive effect on the students’ reading comprehension and vocabulary achievement
