Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions

Abstract

The current research examined the impact of the Student Team Achievement Division (STAD, a structured cooperative learning method) and flipped learning on improving students’ expository writing skills and their perceptions about learning. The study was carried out in 11 weeks and employed a pretest/posttest quasi-experimental design through which two classes were randomly assigned to STAD flipped learning and traditional face-to-face situations. The STAD flipped group (N = 24) joined a class learning expository writing instructions with STAD principles in a flipped classroom whereas their control group counterparts (N = 24) were enrolled in a class and received the same expository writing instruction in a traditional lecture-based class. The expository essay pretests and posttests along with post-treatment for both groups and the semi-structured interviews for the experimental group only were used to collect data. ANCOVA analyses showed that the intervention significantly improved students’ expository writing scores through this model of teaching. Subsequent analyses demonstrated that the learners had positive perceptions and experiences related to the STAD flipped learning, instructor support, team support, and personal feelings about the course themes.

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