The effectiveness of cooperative learning strategy was investigated as to the mean score in quizzes of students taught using: (a) cooperative learning strategy: student-team achievement division (STAD) and (b) traditional method of lecturing. A static group pre-test-posttest design, particularly two intact classes at the Catanduanes State University (CSU) was followed here. One class (n1=41) was used as the experimental group and the other class (n2=40) as a control group. Both the experimental and control groups took the same pre-test before the experiment and posttest after the experiment. Results show that the mean score in quizzes of students taught using STAD is 46.65 with a percentage mean of 42.41% and the mean score on quizzes is 31.21 with a percentage mean of 28.37. The mean performance score in the pre-test of the students taught using STAD is 18.63 and traditional method is 19.68. The mean performance score in the posttest of the students taught using STAD is 28.51 and traditional method is 23.03. The mean score on quizzes of students taught using STAD) is higher than the traditional method. This indicates that students in the experimental group perform better in quizzes than the students in the traditional method; The students taught STAD perform better than those students exposed in traditional method.