Enhancing Learning Outcomes in Mechanical Drawing Practice Courses Using Student Teams Achievement Divisions

Dyi-Cheng Chen; Xiao-Wei Chen

doi:10.46604/emsi.2024.14690

Authors

Dyi-Cheng Chen Department of Industrial Education and Technology, National Changhua University of Education, Changhua 500, Taiwan
Xiao-Wei Chen Department of Industrial Education and Technology, National Changhua University of Education, Changhua 500, Taiwan

DOI:

https://doi.org/10.46604/emsi.2024.14690

Keywords:

mechanical drawing practice, Student Teams Achievement Divisions (STAD), learning motivation, learning outcomes, action research

Abstract

This study applies the STAD teaching method in a mechanical drawing course for 14 tenth-grade vocational students in Taiwan. It uses a three-cycle action research design to verify its effectiveness empirically. The results show improved learning outcomes, notable progress among female students, and enhanced self-efficacy. However, STAD slightly reduced students’ willingness to engage in peer discussions. In addition, the method supports teacher professional development. Future research is recommended to explore its broader applicability and long-term effects.

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