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.
Chen et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: