Background/Purpose: Cooperative learning has resulted in benefits such as higher achievement scores, improved inter-group relations, increased ability to work with others, and enhanced self-esteem. Therefore, the purpose of this research was to determine the effect of three different (Student's Team Achievement Divisions STAD, Team-Games-Tournament TGE, and traditional) instruction on students' process of participation perception towards physical education, social skills and basketball content knowledge.
Method: A total of one-hundred fifty-three (n=153) sophomore college students were participated in this study. The students were randomly assigned into STAD, TGT, and traditional teaching approach. One group of forty-three (n=43) received the STAD instruction. One group of fifty-two (n=52) received the TGT instruction, the other group of fifty-eight (n=58) received the traditional instruction. All participates were asked to complete the Process of Participation Perception towards Physical Education Questionnaire (PPPTPEQ), social skill scale (SSS), and Basketball Content Knowledge Test (BCKT) in the beginning of intervention and after 6-week intervention. The descriptive and one way ANCOVA applied to analyze all the acquired data.
Analysis/Results: Results indicated the STAD group revealed significant greater scores of exploratory, intentional and overall score difference on the PPPTPEQ than TGT and tradition instruction. STAD instruction was significant cooperative behavior, positive definitely, empathy, negative definitely, self control and overall scores difference on SSS than TGT and traditional instruction. There were not a significantly BKCK test founded among 3 groups.
Conclusions: It was concluded that both STAD and TGT instruction were effective in improving the physical participating perceptions and social skill but not on basketball content knowledge.