placed in heterogeneous groups. The researchers reported that the two grouping methods were not associated with differential achievement methods. However, it was observed that when low ability students were placed in heterogeneous groups, their achievement levels showed significant improvement (this without bringing down the ability levels of the high ability students). Hooper and Hannafin (1988) concluded 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 (Hooper and Hannafin, 1988, p. 1).
Achievement in the area of mathematical problem-solving was investigated in relation to homogeneous/heterogeneous grouping by Johnson (1984). The heterogeneous/homogeneous groupings were based on gender of students as well as ability levels. However, for the 150 students in the sample, grouping
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