A total of 276 subjects from Grades 5 and 6 participated in a study investigating the effects of cooperative training and ability grouping on microcomputer learning. Approximately half the sample underwent three half-hour sessions of cooperative training prior to microcomputer learning. Cooperative training included social cohesion techniques such as team-building and self-evaluation, while positive interdependence was also built into the design. In addition, subjects were divided into either homogeneous or heterogeneous ability groups. During five half-hour sessions, subjects worked in groups of four on both a drill-and-practice and a tutorial software program. Results on four measures of achievement did not strongly support the effects of cooperative training or ability grouping on microcomputer learning. Where there are significant findings, the results are mixed, reflecting the ambivalent nature of results in other work in the area. Significantly, mixed-ability groupings did not have any particularly debilitating effects on either high or low ability subjects. Results are discussed in light of the motivationalist and cognitive - developmental positions concerning group learning, and implications for future research are proposed. (C) 1997 Elsevier Science Ltd.
