Investigating the use of student teams achievement division in teaching English First Additional Language in Kwazulu-Natal secondary schools

Abstract

The Department of Basic Education (DBE) emphasizes inclusivity as a central part of organizing, planning and teaching at school (DBE, 2010). This calls for teachers who are well equipped and are able to exhibit a sound understanding of teaching techniques in order to overcome the barriers to learning through diversity in teaching. One learning technique that can guarantee effective teaching and learning and that caters for all learners in the English First Additonal Language (EFAL) class is the Student Teams Achievement Division (STAD). Hence this research looks into how EFAL teachers apply the technique in their classrooms. A sample of 262 EFAL teachers from four districts in the Kwazulu-Natal Province participated in this study. The cross-sectional survey approach was used in this study, allowing for the use of a likert scale survey questionnaire to be used for data collection. Result of the research indicated STAD is established as the strongest cooperative learning strategy and thus beneficial in the teaching of EFAL.