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
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