The debate between cooperative group learning and individual instruction has long been a focal point in educational discourse. This research study explored these two instructional methodologies' comparative efficacy and benefits in fostering learning outcomes and skill development. This research study was conducted using fifth-grade classes from three different schools to determine if there is a difference in students' MAP (Measure of Academic Progress) scores depending on whether they learned in a cooperative group setting or were instructed using individualized instruction. The study also looked for differences based on gender and ethnicity. The research design was causal-comparative. According to the findings of this study, the data revealed no significant difference in the instructional method used to teach fifth-grade math students, according to the given MAP assessment. The data provided showed no significant difference in student achievement when comparing the gender of students and the instructional method used. The data also showed no significant difference in students' math academic achievement related to ethnicity. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]