The effects of cooperative learning (STAD & Jigsaw II) on Thai high school students’ group cohesiveness, self-efficacy, and motivation

This study was conducted to examine the effects of cooperative learning techniques, namely the Students Team Achievement Divisions (STAD) and Jigsaw II, on 42 Thai high school students’ group cohesiveness, self-efficacy, and motivation. This research study is of a quasi-experimental (One-group pretest and posttest), mixed-method design. The STAD and Jigsaw II were incorporated into lessons given to the participants over a 5-week period (20 sessions). A set of questionnaires eliciting the participants’ levels of group cohesiveness, self-efficacy, and motivation were used before and after the intervention in order to collect quantitative data in this study. The data were analyzed using descriptive statistics (means and standard deviations (SD) and paired sample t-tests. Semi-structured interviews were also conducted to obtain qualitative findings. The interviews were coded into themes using thematic analysis. Both data were triangulated to summarize the results and findings.The findings of the study revealed that the intervention of STAD and Jigsaw II techniques enhanced group cohesiveness, sense of self-efficacy, and motivation (motivational orientations). The majority of participants stated that when they work together, they are more cohesive because they get along well, are more supportive of each other and have stronger relationships. Through STAD and Jigsaw II tasks, the participants' self-efficacy increased due to their attempts or intentions, improvement, vicarious experience, compliments/verbal persuasion, exceeding expectations, and good prior experience. Lastly, the participants were ultimately more intrinsically motivated. Even though they were highly motivated prior to the intervention, participation in STAD and Jigsaw II activities increased their motivation.Keywords: Cooperative Learning, STAD, Jigsaw II, Group cohesiveness, Self-efficacy, Motivation