摘要：Scholars in student learning have shown a growing interest in using Student Teams Achievement Divisions (STAD) as a cooperative learning technique in classroom teaching. This study explores the effects of STAD on student achievement, attitude and motivation in economics education. Three research instruments, a Test of Economic Literacy (TEL); a Motivation Scale and an Economics Modular Test were employed for the purpose of this study. Quasi-experimental research, a pretest-posttest design was constructed for the purpose of this research. Results revealed that STAD compared to direct instruction promoted positive attitudes, showed better achievements and motivated students to learn in economics education.
