In this study, dysfunctional cooperative learning teams are identified by comparing the Taguchi "larger-the-better" quality index for the academic achievement of students in a cooperative learning condition with that of students in an individualistic learning condition. In performing the experiments, 42 sophomore mechanical engineering students are randomly assigned to the two learning conditions and are formed into mixed-ability three-member groups. The probability of erroneously identifying a functional team as dysfunctional is quantified using a control chart. The identification results are verified by examining the smaller-the-better and larger-the-better Taguchi quality indexes for the students' off-task behavior frequency and attitudes toward cooperative learning, respectively. The methodology and findings presented in this study provide a useful basis for the development of technology-assisted solutions for monitoring and analyzing the performance of cooperative learning teams. (Contains 4 tables.)