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Student Teams Achievement Divisions

(STAD) in a twelfth grade classroom:


Effect on student achievement and
attitude

Abstract

Little research has been conducted on cooperative learning techniques used in the upper
secondary school classroom. One cooperative technique, Student Teams Achievement
Divisions (STAD), was used to determine if twelfth grade advanced placement students
who were given instruction by the STAD method over a seven week period would score
higher on a posttest than those students who were taught the same material by traditional
methods. Quantitative results showed no significant difference between the adjusted
means for the two groups. Additionally, a measure of student attitude was administered to
determine if students taught through the STAD technique had an improved attitude
toward social studies. No significant difference between the group means on attitude
occurred. Yet, teacher and student surveys administered to the treatment group at the
conclusion of the study indicated a liking for the STAD method of instruction. STAD
was found to be easily adapted to the block scheduled secondary social studies class.

Previous Research

Over the last thirty years a great deal of research has been done on cooperative learning
in the classroom. An examination of the literature on cooperative learning strategies
supports the usefulness of these strategies to improve student performance for almost any
desired educational outcome. For example, research has shown that well structured
cooperative learning techniques in the classroom improve academic achievement, race
relations, gender relations, self esteem, liking of class and student attendance (Johnson &
Johnson,1987; Newman & Thompson,1987; Sharan,1980; Slaving 1980, 1982, 1990,
1995; Stahl & VanSicle, 1992). According to Slavin (1982),students seem to enjoy
classrooms that employ these techniques.

According to Newman and Thompson (1987) and Slavin (1995), most of the research on
cooperative learning has taken place at the elementary level, even though cooperative
learning techniques were developed initially for college and adult education (Palmer &
Johnson, 1989). Few studies have been conducted at the secondary level and even less
research has been initiated in the upper secondary social studies class. Therefore, there is
a need to study cooperative learning strategies in the upper secondary classroom.
The cooperative learning techniques used in this study was the Student Achievement
Divisions' (STAD) method developed by Robert Slavin (1986). STAD has been
described as the simplest of a group of cooperative learning techniques referred to as
Student Team Learning Methods. In the STAD approach students are assigned to four or
five member teams reflecting a heterogeneous grouping of high, average, and low
achieving students of diverse ethnic backgrounds and different genders. Each week, the
teacher introduces new material through a lecture, class discussion, or some form of a
teacher presentation. Team members then collaborate on worksheets designed to expand
and reinforce the material taught by the teacher. Team members may (a) work on the
worksheets in pairs, (b) take turns quizzing each other, (c) discuss problems as a group,
or (d) use whatever strategies they which to learn the assigned material. Each team will
then receive answer sheets, making clear to the students that their task is to learn the
concepts not simply fill out the worksheets. Team members are instructed that their task
is not complete until all team members understand the assigned material.

Following this team practice, students take individual quizzes on the assigned material.
Teammates are not permitted to help one another on these quizzes. The quizzes are
graded by the teacher and individual scores are then calculated into team scores by the
teacher. The amount each student contributes to the team score is related to a comparison
between the student's prior average and base score. If the student's quiz score is higher
than the base score, then that student will contribute positively to the team score. This
scoring methods offer rewards for students’ improvement (Slavin, 1986). The use of
improvement points has been shown to increase student academic performance even
without teams (Slaving,1986), and it is an important component of student team learning
(Slavin, 1986; 1995).

Team scores are recorded and weekly recognition and rewards are awarded to winning
teams and improving students (Slavin,1986). One of the attractive features of STAD is
that it is relatively easy for teachers to use. The teacher (a) assigns the students to teams,
(b) allows the teams time to study together, (c) gives the students a regular quiz, and(d)
calculates improvement and team scores.

Slavin (1986) reviewed eight studies that evaluated STAD. In six of the eight studies,
learning had increased significantly over traditional methods. In the two remaining
studies there was not significant effect. These studies had all been administered below the
tenth grade level.

Newman and Thompson (1987) reported that STAD was the most successful cooperative
learning technique at increasing student academic achievement, but the bulk of the
research on STAD had been conducted at the elementary level and in subject areas other
than social studies. Slavin ( 1995) reported on 29 studies that examined the effectiveness
of STAD. He reported that STAD consistently had positive effects on learning.
Generally, STAD positively affected (c) cross race relations, (b) attitude toward school
and class, (c) peer support, (d) locus of control, (e) time on task, (f) peer relationships
and, (g) cooperation. However, Slavin found that few studies examined the effects of
STAD on the 7-12 grade levels.
The purpose of this study was to examine the effect of STAD upon academic
achievement and student attitude towards social studies of upper level secondary social
studies students. The following research questions were proposed:

1. Will upper secondary social studies students who are given instruction by the STAD
cooperative learning technique score higher on a posttest than students taught the same
material by traditional methods? H: There will be a significant difference between
treatment (STAD) and comparison groups (traditional) on the criterion variable of
academic achievement while holding pretest academic achievement constant.

2. Will upper secondary social studies students who are given instruction by the STAD
cooperative learning technique demonstrate a better attitude towards social studies class?
H: There will be a significant difference between the treatment (STAD) and comparison
groups (traditional) on the criterion variable of student attitude towards their social
studies class.

Procedure

Sample

The sample consisted of a convenient sampling of 47 students in two twelfth grade


advanced placement American Government classes located in a suburban setting in South
Mississippi. The treatment group contained 17 students while the comparison group
contained 30 students. Both groups were predominantly white with a good mix of male
and female students.

Treatment

Both treatment and comparison groups were taught by the same classroom teacher, a
veteran with several years of teaching experience, during the fall of 1997. The teacher
had been the recipient of numerous teaching awards for excellence. The teacher was
trained on implementation of the STAD technique prior to the study. After treatment and
comparison groups were assigned, the students in both groups were pre tested on their
knowledge of course content to be covered during the seven-week study period. Pretest
scores were used to provide baseline data with which to compare posttest scores to
determine if the STAD cooperative learning techniques were effective in improving
achievement. The pretest scores as well as previous social studies grades for both groups
were analyzed to ensure academic equality between the treatment and comparison
groups. Following the pretest, the seventeen students in the treatment group were divided
into groups of four or five members. The students ere assigned to groups in such a
manner as to reflect a heterogeneous mixture of academic ability, gender, and race. These
treatment groups were trained in cooperative group skills prior to the seven-week
treatment period. The teacher delivered the treatment groups' instruction in the course
through the STAD technique, using teacher presentation, team practice, individual quiz,
and team reward format.
The comparison group was instructed through more traditional methods such as lecture,
class discussion and individual practice. Both treatment and comparison groups received
instruction for ninety-six minute class periods occurring on alternate school days
throughout the seven-week period. Each group received instruction on the same course
content over the identical amount of instructional time. Lesson plans for both groups
were developed by the teacher and investigators.

At the end of the seventh week of treatment, posttest means for the two groups were
compared to determine whether the students taught by the STAD cooperative learning
technique would score significantly higher than students taught by traditional methods.
Students in both groups were also administered an attitudinal instrument to measure their
attitude towards social studies class. In addition, student and teacher surveys were
completed to gather qualitative data based on the study.

Instruments

A teacher made 30 items of multiple choices for pretest which was administered to both
groups on the same day prior to the beginning of the treatment period. The same
instrument was used as a posttest with additional short answer and essay questions. All
test items were selected from the test bank which accompanied the textbook used for the
unit of study and were criterion referenced to the school district's curriculum. The
achievement test was validated by two experts (other teachers) who had nothing to do
with the study.

The Estes Attitudinal Scale was administered to measure student attitude toward the
class. The instrument contained seventy-five questions evaluating student attitude toward
five subject areas. This instrument used a five point Likert scale ranging from "strongly
agree" to "strongly disagree." The Estes Attitude Scale had a reported consistency and
reliablility with coefficients ranging from .76 to .93. The construct validity was examined
by assessing extrinsic measures and intrinsic measures. The results indicated both
convergent and discriminative validity of individual interests were met (Estes, Estes &
Richards, 1985).

Results

An analysis of covariance and analysis of variance procedures were used to analyze the
data. The specific hypotheses addressed in this study were:

1) There will be a significant difference between treatment (STAD) and comparison


groups (traditional) on the criterion variable of academic achievement while holding
pretest academic achievement constant;

2) There will be a significant difference between the treatment (STAD) and comparison
groups (traditional) on the criterion variable of student attitude towards their social
studies class.
Contrary to the first hypothesis, this study produced no significant difference between the
achievement level of those taught by traditional methods and those instructed by the
STAD technique LF(1,44)=.122,p=.728) [see table 1]. Both treatment and comparison
groups improved approximately ten points on the posttest (see table 2). This may mean
that taught by the STAD technique and those taught by traditional methods E(1,45)=.029,
II=.865)[see table 3].

Qualitative instruments in the form of student and teacher surveys were also administered
to provide further insight into the dynamics of the study. When treatment students were
asked if they enjoyed working in groups during the study 94% answered positively. They
commented that, "team work made studying easier; and discussing work with peers made
it easier to remember important points" Seventy six percent reported that working in
groups helped them learn course content and 71% reported that the team competition
component of the technique made class more interesting. When treatment students were
asked if they would prefer to use STAD to cover the next unit of study, 88% responded
positively state that the technique, "made class more fun," and "made it easier to
understand the work.

The teacher survey produced similar positive results. The teacher commented that the
technique was an excellent presentation method for delivering course content and for
encouraging students to work towards shared goals. She related that the STAD technique
was easy to implement and administer and was particularly suited for a block schedule
timetable (fewer classes with larger amounts of time during the day). She found few
weaknesses in the technique and felt that it would be successful in other courses, with
different ability levels and in other secondary grade levels.

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 & Van Sickle, 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 accountability, effective social skills,
and reflective group process) can ensure that all group members participate in the
learning process actively.

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 during 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.

Even though cooperative small group learning is tone of the most researched teaching
strategies being used in schools today, much more research must be done to determine its
effectiveness in the upper grades.

References

Estes, T.H., Estes, JJ., & Richards, H.C. (1975). Estes attitude scales: To measure attitude
toward school subjects the secondary form. (available from Thomas H. Estes, University
of Virginia, Charlotteville, Virginia).

Johnson, D.W. & Johnson, R.T. (1987). Learning Together and Alone: Cooperation.
Competition and Individualism. Second edition. Englewood Cliffs, NJ: PrenticeHall.

Johnson, D.W. & Johnson, R.T. (1989). Cooperation and competition: Theorv and
Research. Edina, MN: Interaction Books.

Newman, F.M. & Thompson, J. (1987). Effects of Cooperadv in nA hi vementin


Secondary Schools: A Summary of Research. Madison, WI: Wisconsin Center for
Education Research.
Palmer, J. & Johnson, J.T. (1989). Jigsaw in college classroom: Effect on student
achievement and impact on student evaluations of teacher performance. Journal of Social
Studies Research, 13, 34-37.

Sharan, S. (1980). Cooperative learning in small groups: recent methods and effects on
achievements, attitudes, and ethnic relations. Review of Educational Research M 241-
271.

Slavin, RE. (1980). Cooperative learning. Review of Educational Research, 50, 315-342.
Slavin, R.E. (1982). Cooperative Learning: Student Teams. Washington, DC: National
Education Association

Slavin, R.E. (1986). Student team learning: An overview and practical guide.
Washington, DC: Professional Library National Education Association.

Slavin, R.E. (1990). Cooperative Learning: Theory. Research and Practice. Englewood
Cliffs, NJ: Prentice Hall. Slavin, R.E. ( 1995). Cooperative Learning: Theory Research
and Practice. Boston, MA: Allyn & Bacon.

Stahl, RJ. and VanSickle, RL. (1992), Cooperative learning in the Social Studies
Classroom: An Invitation to Social Study. Washington, DC: National Council for the
Social Studies.

Scott Armstrong Jesse Palmer

University of Southern Mississippi

Copyright Kansas State University, College of Education Spring 1998


Provided by ProQuest Information and Learning Company. All rights Reserved

Armstrong, Scott "Student Teams Achievement Divisions (STAD) in a twelfth grade


classroom: Effect on student achievement and attitude". Journal of Social Studies
Research. FindArticles.com. 12 Jul, 2010.
http://findarticles.com/p/articles/mi_qa3823/is_199804/ai_n8783828/

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