Cooperative instructional techniques have been around for some time
             and they have been used more widely in recent years as certain topics lend
             themselves to this type of learning more so than basic and traditional
             classroom instruction (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981).
             Many studies have been done on this issue in order to determine whether
             cooperative instruction is better for all types of courses and learning or
             whether it only works well on some occasions (Johnson, Maruyama, Johnson,
             In one study, approximately one-quarter of class time was utilized for
             cooperative learning experiences (Johnson, Maruyama, Johnson, Nelson, &
             Skon, 1981). These were introduced into a section of a statistics course
             for beginners (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981). These
             techniques were tracked carefully and then the comprehension of the
             students who dealt with these types of techniques was compared with
             students who took the same course and had traditional instruction methods
             (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981).
             The study results indicated that students who had been taught using
             cooperative education techniques had higher comprehension scores in all of
             the four topics as opposed to the students who had only a standard learning
             instruction (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981). Naturally,
             all of those who teach wish to improve the learning experience of their
             students and this has become a very consistent goal (Johnson, Maruyama,
             Johnson, Nelson, & Skon, 1981). Much of this began the 1990s when various
             specialists who worked in the field of statistical education became much
             more outspoken in what they recommended regarding how statistics was taught
             to individuals (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981). This is
             particularly true at an introductory level where most students struggled
             (Johnson, Maruyama, Johnso...