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This study investigated the effects of studying alone or in cooperative-learning groups on the performance of high and low achievers. We also examined the effects of completing computer-based instruction using either learner- or program-control. A total of 92 sixth-grade students were classified by Stanford Achievement Test (SAT) Scores and randomly assigned to group or individual treatments, stratified by SAT scores. Four classes participated in the study simultaneously, within a 3-week period. During the first week students completed the training. Students in each treatment attended a training session for 50 minutes. During the second week students were randomly assigned to one of four treatment groups, in which they completed the computer lesson. Twenty-four students were assigned to work in heterogeneous pairs with the learner-controlled/cooperative version of the computer-based tutorial; 22 students were assigned to work in heterogeneous pairs with the program-controlled/cooperative version of the computer-based tutorial; 46 students were assigned to work individually, half in the learner-controlled and half in the program-controlled version of the computer lesson. All subjects were told that they would take the immediate and delayed post-tests individually. The immediate post-test and attitude tests were administered during the last period of the day, on the same day as the computer-based tutorial. One week following the experiment, students completed the delayed post-test individually. A completely crossed, 2 x 2 (Source of Control x Grouping) design, a randomized block design, 2 x 2 x 2, and a completely randomized design were used to analyze the data. Both high and low achievers in the cooperative treatment increased achievement on program-controlled and learner-controlled computer lessons. The learner-controlled cooperative learning group made more options while checking their concept learning, and spent more time interacting with the learner-controlled computer-based tutorial, than the learner-controlled individual learning group. It appears that the cooperative learning group's attitude toward grouping was better than the individual group. There was no significant difference in any treatment factor on attitude toward lesson.