The effects of studying alone or in cooperative learning groups on high- and average-ability students were investigated. Also examined were the effects of completing computer-based instruction using either a learner- or program-control version of a lesson. A total of 175 fourth-grade students were classified as being of high or average ability and randomly assigned to paired or individual treatments stratified by ability. Students completed training to enhance small-group interaction before completing a computer-based tutorial and a posttest. Following cooperative learning, students demonstrated increased achievement and efficiency as well as better attitudes toward both the computer lesson and grouping. Students completed more practice items and examples in program-control treatments than in learner-control treatments. However, the form of lesson control did not affect students' achievement or attitudes.
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