The study examined associated treatment effects on State Board Examination (SBE) scores of two predominantly black nursing classes who had been exposed to different intervention methods: (1) the teaching of effective test-taking skills, and (2) a combination of that instruction with learning team methods. The SBE performance of the two groups who received intervention was compared with each other and with a control group who received no intervention instruction. Both groups receiving intervention attained significantly higher scores than the control group. However, the group exposed to both effective test taking instruction and learning team methods had a mean SBE score significantly higher than the other two groups. Results indicated that cooperative learning, coupled with effective test taking techniques, assisted students in acquiring, processing, and applying information on comprehensive standardized tests. (Author/DWH)