Student Teams-Achievement Division (STAD) is one of the strategies under the cooperative learning model where students in heterogenous grouping learn together, are assessed individually, and scores are added together, contributing to the team's performance. This study determined its effectiveness in improving the conceptual learning of Grade 12 Accountancy, Business and Management (ABM) students of Agusan del Sur National High School on intermolecular forces (IMFs). This action research followed a quasi-experimental mixed-methods design where 93 students in two sections were assigned as experimental and control groups. Pretest and posttest scores and students' perceptions were obtained. The results show that students taught using STAD have significantly higher posttest scores than those in the lecture method (p<0.05). Students also conveyed that the strategy helped them learn the topic by interacting with their groupmates and becoming more motivated to learn throughout the activity. On the other hand, some challenges identified by the participants include groupmates learning at a different pace, time restrictions, and negative feelings towards group activities. It is concluded that STAD can effectively aid in learning the IMFs. It is recommended that the strategy be utilized in other topics and disciplines and tested further for effectiveness.
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