Abstract
The effects of cooperative and individualistic learning on the achievement and attitudes of prospective elementary school teachers (non-music majors) in a course in music teaching methods were examined. Forty-three American college students were randomly assigned to conditions stratified on the basis of previous musical experience. Cooperation promoted higher achievement than did individualistic efforts on assignments for which each student's grade was affected by the quality of groupmates' work. In addition, students in the cooperative condition were off-task academically (such as walking around the room) less frequently, initiated fewer interactions with the instructor, perceived the instructor to be more supportive, perceived the grading system to be fairer, and perceived the feedback received as being more helpful.
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