The Effectiveness of Student Team Achievement Divisions (STAD) in Cooperative Learning on Reading Comprehension at Phnom Penh Teacher Education College (PTEC): An Action Research with Student Teachers of Primary Education

Our research focused on examining how the utilization of Cooperative Learning (CL), specifically Student Team Achievement Divisions (STAD), affects the reading comprehension abilities of student teachers at Phnom Penh Teacher Education College (PTEC). We selected fifty student teachers studying Primary Education and divided them into two groups: a control group and an experimental group. The control group received lecture-based instruction, while the experimental group was taught using Cooperative Learning via the STAD method. The findings indicate that integrating STAD into reading instruction fosters peer interaction, builds motivation, and leads to notable improvements in student teachers' reading comprehension capabilities compared to traditional lecture-based methods.