The effects of cooperative and individualistic learning experiences were compared on achievement of academically handicapped, normal-progress, and gifted sixth-grade students. Fifty-five students were assigned to conditions on a stratified random basis controlling for ability and sex. They participated in one instructional unit for 65 minutes a day for five instructional days. The results indicate that cooperative learning experiences promoted higher achievement, greater retention, more positive attitudes among students, and higher self-esteem than did individualistic learning experiences.
Bibliographical noteFunding Information:
* Received in the Editorial Office, Provincetown, Massachusetts, on April 28, 1981. Copyright, 1982, by The Journal Press. I This research was supported in part by the United States Department of Education, Office of Special Education, Grant No. G-79-2006,