In an effort to increase achievement levels in graduate-level research methodology courses, some instructors have implemented some form of cooperative learning (CL). However, to date, no study has investigated the effectiveness of this instructional technique in these courses. This was the purpose of the present study. Indeed, scant research in the area of CL exists at the graduate level. Subjects comprised 193 students, enrolled in mid-southern university graduate-level research methodology courses. Eighty-one students were enrolled in sections in which CL groups were formed to undertake the major course requirements; 112 were enrolled in sections in which all assignments were undertaken and graded individually (IL). Conceptual knowledge, involving students' knowledge of research concepts, methodologies, and applications, was measured individually in both sets of classes via midterm and final examinations. A series of t-tests revealed that CL students had significantly lower performance levels than did IL students at the midpoint of the course, as measured by the midterm examination. No significant difference was found between CL and IL groups with respect to the final examination. Finally, no overall difference in course average was found between these two groups. Analysis of reflexive journals indicated that 70.2% of the subjects tended to have positive overall attitudes towards their cooperative learning experiences, 19.2% of the participants tended to have negative overall attitudes, and 10.6% tended to be ambivalent. The implications of these findings are discussed, as are recommendations for implementing cooperative learning in research methodology courses.
