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Cooperative Learning at the Computer: Ability Based Strategies for Implementation



This study compared the achievement of low and high ability eighth grade students working cooperatively during computer-based instruction. Students were grouped either homogeneously or heterogeneously on ability, and received identical instruction on a fictitious rule-based arithmetic number system. No significant differences in achievement were found between the two grouping methods. However, the achievement of low ability students in the mixed ability treatment improved substantially without an accompanying significant reduction in the achievement of the high ability students. The results indicate that designers and teachers have little to risk in terms of achievement, but potentially much to gain in socialization and interaction, by cooperative heterogeneous grouping during computer-based instruction. The text is supplemented by tables, figures, and 23 references. (EW)


Hooper, S. & Hannafin, M.J. Cooperative Learning at the Computer: Ability Based Strategies for Implementation. Retrieved March 30, 2023 from .

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