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This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04). Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy
Jo Angeli Ipo Ong (Sun,) studied this question.