This study investigated the impact of group interactions and structure, specifically gender, on achievement in elementary robotics classes. The research involved 103 's-grade (satisfactory grade)' students, using a mixed methods embedded design to observe interactions, conduct a robotics assessment, and analyze the data. Group processing, positive interdependence, and promotive interactions were key elements of Cooperative Learning (CL) used to classify student interactions in both robotics classrooms and assessments. The findings indicated that interaction types within a group influenced achievement based on the robotics challenges, while gender did not affect the students' Level of Achievement (LoA) but did impact the types of interactions. For simpler robotics challenges involving basic generalization skills, instructors are advised to encourage promotive interactions within classroom groups. Understanding these effects can inform effective instructional practices and pedagogies in educational robotics activities.