Effects of cooperative learning student teams achievement division technique (STAD) with flipped classroom on learning achievement and geo-literacy of mathayomsuksa 1 students

Abstract

The purpose of this research were; 1)  study the students’ achievement before and after studying by using cooperative learning STAD technique  with flipped classroom. and 2) studying geography literacy of Mathayomsuksa 1 students after studying by using cooperative learning STAD technique  with flipped classroom. Disaster Learning Unit. The sample groups in this research consisted of 27 Mathayomsuksa 1 students studying the second semester of academic year 2021 at Bansuanudomvittaya School. The cluster random sampling method was used in selecting students in the experiment group. The research instrument were the lesson plans collaborative learning management, STAD technique with flipped classroom. Disaster Learning Unit achievement test, and the Geography Knowledge assessment form. The data was analyzed by the use of  Mean, Percentage, Standard Deviation, and t-test Dependent.
                      The research results were as follows:
                      1.  Students learning achievement displayed on the post-test scores in the geography subject on the  Disaster Learning Unit. Using the STAD cooperative learning management technique with the flipped classroom  was significantly higher than the pre-test at the .05 level.
                       2.  The posttest score of geography literacy after using STAD cooperative learning with the flipped classroom. Disaster Learning Unit were at good level.