performance alone, but, rather, on the basis of the performance of their group (Shanker, 1990).
The positive benefits with respect to learning outcomes attributed to the application of the cooperative learning con cept are many and varied. Some of the more important of the attributed benefits are as follows:
1. Comprehension of content in reading is improved (Gauthier, 1989).
2. Spelling competency is improved for average, low achieving, and gifted students (Augustine, 1989 1990).
3. Mathematics competency is improved for students of all ability levels (Good, 1989 1990; Slavin, 1989 1990a).
4. Learning outcomes in elementary school science instruction is improved (Hannigan, 1989 1990).
5. Social skills, conflict settlement, and group cooperation are fostered (Johnson, & Johnson, 1989 1990).
6. Learning foreign language skills is facilitated (Gollert, 1989).
7. Facility in the development of computer problem solving skills is enhanced (Johnson, 1989).
In view of the preponderance of the research findings reported in the literature to the effect that applications of the cooperative learning concept produces superior learning outcomes, it may appear difficult to understand how any mean ingful opposi
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