This study compared the effects on behavioural interactions and achievement of (a) cooperative learning in which members were trained to collaborate to facilitate each other's learning and (b) cooperative learning in which members were not trained but were merely told to help each other. One hundred and ninetytwo, Year 6 children participated in the study. Stratified random assignment occurred so that each four-person group consisted of one high-, two medium-, and one low-ability student. All groups were gender balanced. The children worked in their groups on the same social studies unit, three times a week for 12 weeks The results indicated that the children in the Trained groups were consistently more cooperative and helpful to each other, they used language which was more inclusive, and they gave more explanations to assist each other as they worked together. Furthermore, the children in the Trained groups achieved higher learning outcomes than their peers in the Untrained groups.
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