本研究旨在探討聽覺障礙學生與普通學生合作學習對溝通行為、同儕關係（下課互動、社會地位、同儕接納度）合作技巧及非參與上課行為的影響。以實驗研究法於每星期一到五早自習時間在啟聰班進行實驗教學。以就讀台北縣國光國小三年級普通學生十五名，聽覺障礙學生五名為研究對象，研究工具包括：社會地位選填表、同儕接納評定量表及自編之合作技巧檢核表。施測所得之資料，溝通行為、非參與上課付以錄影方式做質的分析；社會地位、同儕接納度及合作技巧以量的分析做前後測t考驗。
本研究之主要發現為：
(1)在溝通行為上，聽覺障礙學生都能增加其「合適反應」的反應方式且溝通內容更豐富。而各組使用的溝通策略平均由基準線階段的6種，增為介入階段的12種。
(2)在同儕關係上，5名聽覺障礙學生都比較能被同儕接納；有較正向的社會地住及下課互動。至於極大多數的普通學生，並不會因為到啟聰班參與合作學習而降低其在普通班級的社會地位及同儕接納度。
(3)在合作技巧的習得上，20名受試經合作學習後都有進步，其中14名受試之進步幅度能達顯著差異水準。
(4)在非參與上課行為上，5名聽覺障礙學生都能減少其不良之上課行為。
本研究除根據上述發現做進一步討論外，並綜合結論與研究限制，提出未來在實施合作學習及研究上相關之建議。

The purpose of this study was to explore the effects of cooperative learning on communication behaviors, peer relationship (interaction after class, social status peer acceptance), cooperative skills, and class participation of hearing impaired and normal students. Experimental teaching was conducted at a hearing impaired classroom during morning study period from Monday through Friday. Subjects included fifteen normal and five hearing impaired third graders from the Guo-Guang Elementary School in Taipei County and instruments used were: Social Status Nomination Form, Evaluation Form for Peer Acceptance and a self-designed Performance Form on Cooperative Skills. Data were analyzed by both qualitative analysis of video tape on communication behaviors and class participation and quantitative analysis of t test on social status, peer acceptance and cooperative skills.
The main findings were:
1. On communication behaviors, all hearing-impaired students were able to increase proper responses and initiate dialogues with wider range of topics. Both hearing impaired and normal students increased communication strategies from six types to twelve types.
2. 0n peer relationships, hearing-impaired students were better accepted by their peers and had better social status and after class interaction. As for majority of the normal students, their social status and peer relationship had not been affected after attending cooperative learning at the hearing impaired classroom.
3. After cooperative learning, 14 of 20 subjects' cooperative skills were significant improved.
4. AII hearing-impaired subjects' class participation were increased after cooperative learriing.
Limits of the research and its implication for administration, instruction and future research were discussed.