Cooperative Learning INTRODUCTION This research compares and co

Cooperative learning is an alternative procedure to conventional modes of learning, and is a practical application of collaborative learning theory (Reagan, 1989). Under the cooperative learning concept, students are assigned to groups which are composed of average, lowachieving, and gifted learners, and mainstreamed students, if any happen to be in the class (Kagan, 19891990b). Different cooperative learning groups are typically assigned for the different topics of instruction presented to a class (Edwards, & Stout, 19891990). Within each group, the students cooperate in the learning process, with the students who grasp the material providing assistance to those students experiencing more difficulty in comprehending that which is being taught (Ellis, 19891990). If this approach produced superior results with respect to overall learning outcomes, one would not anticipate a high

1 2level of opposition to its application. In fact, however, most studies do indicate that cooperative learning produces superior results with respect to learning outcomes (Shanker, 1990), and, as opposed to what one might expect, there is strong opposition to its application

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ltz, 19891990). At a time when most parents, most members of the general public, and most political leaders are emphasizing a need for individual student 4 accountability, this aim of cooperative learning is decidedly outofstep with prevailing thought in the United States. The position of the educators supporting this aim of cooperative learning, however, is consistent with National Education Association opposition to accountability programs for teachers. 2. An additional aim attributed to the application of the cooperative learning concept by its proponents is the elimination of competition in the learning process (SaponShevin, & Schneidwind, 19891990). While the elimination of competition in the learning process is a positive step, such a change is, again, counter to prevailing thought in the United States relative to competition generally, and it is, thus, not surprising that this aim engenders opposition to the cooperative learning process. Secondly, while the elimination of competition in the learning process may produce positive effects on learning outcomes, students must continue to compete for spaces in desirable institutions of higher learning. Thus, the elimination of competition in the learning proc
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