Effects of single‐sex and mixed‐sex cooperative interaction on science achievement and attitudes and cross‐handicap and cross‐sex relationships

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Abstract
Single‐sex cooperative, mixed‐sex cooperative, and individualistic learning situations were compared to determine if they promoted systematic differences in relationships between male and female students and handicapped and nonhandicapped students. One‐hundred‐fifty‐four 5th‐and 6th‐grade students were assigned to conditions on a stratified random basis controlling for ability, sex, grade level, homerooms, and handicap. They participated in a study for 45 minutes a day for 21 days in science class. The results indicate that cooperative learning situations, compared with individualistic ones, promoted more positive cross‐sex and cross‐handicap relationships. Males achieved higher and had more positive attitudes toward science than did females.