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This study investigated the contribution of a Cooperative Instructional Strategies in developing academic discussion. Academic discussion is an important element of historical thinking, which is considered to improve conceptual understanding and support the development of democratic citizenships by helping students interpret, understand and connect patterns of human activity across time in environment. Adult learner as research conditions, participated in this study. The outcome variables discussed in the paper are adult learner self-esteem and classroom climate. Over the period of the study, cooperative learning did not significantly improve the self-esteem of adult learner. However, adult learner in the experimental group who were taught through the cooperative learning approach perceived classwork to be less difficult than the control adult learner who worked individually. The control adult learner also reported a decline in satisfaction with classwork and perceived more friction in their class. Interviews with the instructor and adult learner showed favourable attitudes toward cooperative learning.