Collaborative Learning Management Using the STAD Technique on History Time and Historical Methods for Mathayom Suksa 1 Students at Wat Nong Phrom No School, Khrok Phra District, Nakhon Sawan Province

Abstract

The objectives of this research article were 1) to construct and determine the effectiveness of cooperative learning management using the STAD technique on "History, Time, and Historical Methods" for Mathayom Suksa 1 students at Wat Nong Phrom No School, Krok Phra District, Nakhon Sawan Province based on the 80/80 criteria; 2) to compare the pre-test and post-test learning achievement of students taught using the STAD cooperative learning technique; and 3) to examine student satisfaction with the STAD cooperative learning technique. This was the experimental research using a one-group pretest-posttest design. The population consisted of 9 Mathayom Suksa 1 students at Wat Nong Phrom No School, Krok Phra District, Nakhon Sawan Province under the Nakhon Sawan Primary Educational Service Area Office 1 during the second semester of the 2024 academic year. The research instruments included 1) six lesson plans based on the STAD cooperative learning technique; 2) the learning achievement test was a 30-item, 4-option multiple-choice test with a difficulty index ranging from 0.45 to 0.64, a discrimination index ranging from 0.65 to 0.80, and a reliability coefficient of 0.89; and 3) a 15-item satisfaction questionnaire. Data were analyzed using mean, standard deviation, efficiency indices (E1/E2), and the Dependent Samples t-test. The research findings revealed that 1) cooperative learning using the STAD technique demonstrated an E1/E2 efficiency of 84.33/83.31, meeting the established 80/80 criterion; 2) post-learning achievement ( = 27.33, S.D. = 0.71) was significantly higher than pre-learning achievement ( = 15.00, S.D. = 0.87) at the .05 statistical significance level; and 3) students’ overall satisfaction with cooperative learning using the STAD technique was at the highest level (= 4.72, S.D. = 0.09).