n, Nelson, & Skon, 1981).
             If the student made it past the introductory level with a clear
             knowledge of what was taught in the course, it was often much easier for
             that student to continue learning and to pick up much more information
             (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981). However, learning the
             basics and the introductory issues in a course such as statistics was very
             difficult and therefore the area of most concern for those who were
             attempting to change some of the issues in education (Johnson, Maruyama,
             Johnson, Nelson, & Skon, 1981). Various types of changes were advocated,
             and these included utilizing real data sets and incorporating topics that
             were currently in the news and relied strongly on statistics and
             profitability (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981).
             These were both worthy ideas, but a great deal of attention was also
             given to utilizing cooperative techniques in small groups as a way to help
             improve the learning experience that individuals had where statistics were
             concerned (Johnson, Maruyama, Johnson, Nelson, & Skon, 1981). Teamwork,
             especially in courses for beginners, was one of the issues that individuals
             who studied this area saw as most important (Johnson, Maruyama, Johnson,
             Other studies have indicated that students who worked together in
             small groups and actively involved themselves in the construction of
             knowledge tended to learn better than those who simply remained in standard
             classroom instruction where a teacher explained to them what it is that
             they need to be doing and then they go and practice it (Dietz, 1993).
             There are some essential components when it comes to cooperative learning
             and these are important to make note of here (Dietz, 1993).
             When cooperative learning is utilized, individuals work in small
             groups in face-to-face situations usually utilizing between 2 and 5
             individuals (Dietz, 1993). ...