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Abstract ▼ AI-Helper

The purpose of this study was to examine the effects of STAD(student team-achievement division) model applied to physical education class in middle school as a model of cooperative learning on students" self-esteem and emotion. Two middle school classes (N=78) were randomly assigned to experimental ...

The purpose of this study was to examine the effects of STAD(student team-achievement division) model applied to physical education class in middle school as a model of cooperative learning on students" self-esteem and emotion. Two middle school classes (N=78) were randomly assigned to experimental group and control group. They participated in physical activity based on soft-bolleyball over a period of 6 weeks. The testing toos were Rosenberg-Guttman Scale for measuring self-esteem and PANAS for emotional changes. The results are as follows; First, the students in experimental group showed higher scores in positive emotion than did the students in the control group. Second, the students in the experimental group also demonstrated higher scores in positive self-esteem than did the that in the control group. Third, there was positive correlation between the subfactors of self-esteem and that of PANAS. Fourth, Major enjoyment factors in cooperative learning included fun and interest in itself(49%), skill acquisition(21.21%), expertise by teacher(19.39%), others(12.72%), class mood(7.27%), and experiencing competence(3.03%). Overall, sport educator, coach and teacher understand that the standard principles of co-operative learning model(STAD) should be applied to students.

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