STAD Enhances SATB Writing Among The Music Students

Abstract

Even though the Student Teams-Achievement Divisions (STAD) cooperative learning method has been studied in many subjects and grades, relatively little is known about how it affects student achievement in music theory, particularly in the learning of SATB (Soprano, Alto, Tenor and Bass). The purpose of this study  was to investigate the effectiveness of the STAD cooperative learning method in enhancing students’ achievement in music theory, particularly in the learning of SATB (soprano, alto, tenor, and bass) concepts. The experimental group had 12 students (4 boys and 8 girls), while the control group included 8 students (2 boys and 6 girls), using a quasi-experimental pretest-posttest control group research design. These pupils were chosen at random from two Kuala Lumpur-area private music schools. A pretest was given to see whether the two groups were comparable before to the intervention, despite the fact that the students already have the required Grade 5 pass in theory of music from the Associated Board of the Royal Schools of Music (ABRSM). After the 4-week intervention, there was a posttest. The STAD cooperative technique cycles through classroom instruction by the teacher, group study by the students, individual quizzes, and team recognition. In traditional instruction, the teacher gives a lecture before assigning students to complete seatwork on their own. The experimental group scored significantly higher than the control group, according to the Mann-Whitney U test results (U = 0.00, p.001). According to the findings of this study, using the STAD cooperative learning method did improve students' ability to learn music.