THE IMPACT OF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) BY THE GOOGLE SITES PLATFORM ON STUDENTS’ MATHEMATICAL CONCEPT UNDERSTANDING

Abstract

Conceptual understanding is a core element of mathematics learning, enabling students to meaningfully apply mathematical principles in problem-solving. Despite its importance, many learners continue to face difficulties in comprehending and utilizing these concepts effectively. This study investigated the impact of the Student Teams Achievement Division (STAD) cooperative learning model, integrated with the Google Sites platform, on elementary students’ comprehension of mathematical concepts. The research adopted a quasi-experimental approach with a non-equivalent control group design. A total of 68 students participated, divided equally into an experimental group and a control group. The experimental group received instruction through the STAD model supported by Google Sites, while the control group was taught using the Think-Pair-Share (TPS) model. Data collection instruments included conceptual understanding tests administered both before and after the intervention, alongside supporting documentation. Findings indicated that students exposed to the STAD model combined with Google Sites demonstrated significantly greater gains in conceptual understanding compared to those taught using the TPS model. Statistical analysis revealed that the integration of Google Sites into the STAD model contributed to a 36.6% improvement in students' conceptual understanding. The results suggest that incorporating digital platforms like Google Sites into cooperative learning strategies such as STAD can offer a promising alternative for enhancing students’ comprehension of mathematical concepts. This approach fosters collaboration, active engagement, and deeper processing of mathematical ideas in the classroom.