Using the STAD Model of Instruction to Enhance Learners’ General Achievement and Creativity

This study was an endeavor to investigate the impact of Student Team Achievement Divisions (STAD) on Iranian secondary school EFL learners’ overall achievements and creativity. To fulfill the purpose of the study, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT). The students were divided into experimental groups receiving treatment through the STAD model of cooperative learning and the control group devoid of the stated treatment. To recognize the entry behavior pretests were run. The same educational content was taught to both EG and CG during an educational term. To disclose the effect of treatment, a creativity posttest similar to pretest but in reshuffled order in options and items, and also an achievement posttest within the content taught were administered to the students in both groups at the end of the instruction. Furthermore, the mean scores of achievement and creativity tests were compared through an independent samples t-test, and one-way ANCOVA respectively. The outcomes showed the rejection of the both null hypothesis consequently concluding that cooperative learning had a significant effect on the overall achievement of Iranian EFL learners, and creativity.