Cooperative CBI: The Effects of Heterogeneous versus Homogeneous Grouping on the Learning of Progressively Complex Concepts

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Abstract
This study compares the achievement of high and low ability eighth-grade students working cooperatively during computer-based instruction. Students were grouped either homogeneously or heterogeneously on ability, and received identical instruction on a fictitious rule-based arithmetic number system. No significant differences in achievement were found between the two grouping methods. However, the mixed ability treatment substantially improved the achievement of the low ability students without an accompanying significant reduction in the achievement of the high ability students. The results indicate that designers and teachers may 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.

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