Cooperative learning is one of the active learning techniques. There are three commonly recognized types of
cooperative learning groups, namely informal cooperative learning (ICL), formal cooperative learning and
cooperative base groups. There is no study been done on ICL which relate to radiology teaching. The results of this
study will provide evidence to support either traditional lecture (TL) or ICL is a more suitable teaching method for
radiology teaching. This study was aimed to compare students’ attitude and preference towards TL versus ICL in
radiology teaching. This interventional study had been conducted among 52 third year Bachelor of Medicine and
Bachelor of Surgery (MBBS) students at Universiti Sultan Zainal Abidin. They underwent both TL and ICL methods
during eleven radiology lectures in classroom setting from September 2013 until July 2014. Subsequently, multiple
items questionnaires regarding students’ attitude and preferences towards TL and ICL were administered. These
questionnaires had undergone validation process and revealed excellent internal consistency with Cronbach’s Alpha
of 0.90, 0.92 and 0.88 respectively. The mean total attitude score towards informal cooperative learning was (90.90)
(SD: 11.73) significantly higher than the score for traditional lecture 85.46 (SD: 11.82) (p= 0.012). Students showed
preference in ICL significantly in six domains. These domains were active involvement in the class, promotion of good
rapport among classmates, getting an opportunity to help others, facilitation of understanding difficult materials,
improvement of communication skills, opportunity for training to be a good leader and follower, and opportunity for
enabling to participate in sharing information, making decision and problem solving. ICL method is recommended in
radiology teaching because students demonstrated better students’ attitude and preferences in the learning sessions
as compared to TL.