Discussion

The previous discussion of the results of the data analysis supports the conclusion that the use of STAD in the upper secondary social studies classroom had no statistically significant effect on the academic achievement and attitude towards social studies class. However, teacher comments and results of student surveys seem to differ from these findings. STudents commented that using STAD in the social studies classroom made learning fun and the content easier to understand. The teacher felt that, from her observations, the treatment students were enjoying class more than the comparison group and were taking a more active role in the class. Assuming that these observation were true then the application of STAD in the classroom had positive effects which the statistical techniques used to measure the effects of this study did not detect.

These findings are important because it demonstrates that STAD can be as effective a teaching strategy for upper secondary social studies students as delivering course instruction by traditional methods. In addition, it reveals that students of higher ability are not adversely affected by working in heterogeneous groups as some parents and teachers contend. Critics tend to claim that high achieving or grade conscious students often outperform their groups, while other group members contribute less to learning while benefiting from others effort and knowledge. The results of this study help allay this misconception. This study supports the research (Newman & Thompson, 1987; Slaving, 1995; Stahl & VanSickle, 1992) that well structured cooperative learning techniques which contain the five basic elements of effective cooperative learning (i.e., positive interdependence, face to face interaction, individual accountablility, effective social skills, and reflective group process) can ensure that all group members participate in the learning process actively and quitable.

It is also important to note that STAD is easily adapted to the block scheduled secondary social studies class. In a block schedule students take fewer classes in a semester but for longer periods of instruction. For example, in this study both the treatment and comparison group's classes were scheduled for 96 minute blocks of instruction which took place on alternate days. The teacher commented that the STAD method used was a very effective strategy for the block scheduled class. The teacher was able to deliver a presentation in the form of a lecture of class discussion, have students work in groups, review their work, and evaluate students work durig the same blocked class period.

Observation of the class revealed a high level of motivation by the students to complete the tasks and be prepared for the quiz at the end of class.
One of the major drawbacks of the study was the relatively small sample size and narrow focus. Future studies should involve a larger number of subjects selected from a more diverse pool of students in a wider range of courses. The fact that his study focused on advanced progress American Government students proved that cooperative learning could be an effective teaching technique at this advanced level, however, further research is needed to substantiate these findings.

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