American Research Journal of English and Literature

This study inquired on the effect of Student Team Achievement Division (STAD), a cooperative learning approach in enhancing the academic performance of the English as Foreign Language (EFL) learners. Fifty four students enrolled in the English Communication Skills 2 course were used as subjects of the study. STAD was used in the experimental group while the traditional teaching method was employed for the control group. This investigation utilized the Quasi-Experimental Design. The pre-test mean scores were the bases in determining the initial knowledge schema of the participants. After the conduct of the selected topics employing STAD, the students were given a post-test. Results showed the students who were exposed to STAD had enriched academic performance in the English Communication Skills 2 course. Seemingly, results on the post-test mean scores of the participants revealed that there is a significant effect on the academic performance of the experimental group in which the STAD had been introduced. As such, students exposed to STAD performed better than students who were taught in the traditional teaching method. Moreover, results exemplify that there is a significant relationship between the students’ attitudes toward English and their academic performance in the course.