Eighty-eight fifth and sixth graders were randomly assigned to one of three treatments: cooperative, competitive, or control. The two experimental groups were exposed to the same social studies content for 18 days and worked on inquiry-related problems within subgroups (cooperative) or independently (competitive). The control group did not receive the same instructional content. Two attitudinal measures were given to cooperative and competitive subjects (n = 58) as a posttest. All three treatments were given an achievement posttest. Results indicated that cooperative subjects, significantly more than competitive subjects, liked social studies class, sharing information, working together, talking with one another, and receiving group versus individual grades. However, no significant difference between cooperative and competitive groups was found on achievement, although both groups were superior to the control group.

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