Cooperative learning groups have been the subject of study for nearly a century. The majority of the studies have focused primarily on either establishing the effectiveness of a particular method, or assessing the effectiveness of specific manipulations or methods within a general cooperative learning approach. No known research has sought to systematically identify the functions of effective cooperative learning groups and determine the relative contribution of these functions to achievement.

An analysis of the top twenty achieving groups indicates that approximately one third of these groups became somewhat more autocratic in the final time period. These groups were more likely to be polarized and less likely to have formal team leaders assigned specific responsibilities. The remaining two thirds had become more democratic, were not polarized, and were more likely to have a formal team leader.

This study investigates the role goal setting, feedback, and decision making functions within cooperative learning groups play in contributing to high achievement in ill-structured problem solving. The performance of group functions of seventy-seven project groups solving ill-structured problems from within a large southwestern university were assessed at three points in time during the life of the group. Results indicate that goal setting for the overall project and for individual assignments and use of feedback increased over time. The number of personal goals decreased over time. Group functions were predictive of achievement late in the life of the group, at the third time period. Group goal setting for individual assignments, the number of personal goals in the group, and the group's decision making style were found to predict twelve percent of the variance in group achievement. Group goal setting was positively related to achievement, while number of personal goals and a democratic decision making style were negatively related to achievement.