This study is to investigate the effect of the cooperation learning between the high achievement students and the low achievement students. Nowadays, the influences of the flipped classroom are all over the world in the secondary school education. Therefore, the cooperative learning becomes hot teaching strategies again. However, the learning attitude or the learning support may be different between the high achievement students and the low achievement students. The interested in the cooperative learning may be different between these two group students. We expect that the cooperative learning may be accepted by the high achievement students and the adaptive learning may be suit for the low achievement students too. This study used the secondary data to analyze the different between these two groups. The data is the secondary data which is from Taiwan Education al Panel Survey (TEPS) Data. We choose the 2014 Chinese part data set to analyze the effect of the cooperation learning between the high achievement students and the low achievement students. There were 8575 participates in 2014 Chinese data set. In order to analyze the difference from the high achievement students and the low achievement students, we choose the high 5% students and low 5% students. Therefore, the total participates were 858 students include 429 high achievement students and 429 low achievement students. The result of the effect of cooperation learning between the high achievement students and the low achievement students is no significance difference. The result indicates that learning attitude of the high achievement students and the low achievement students in cooperation learning are no difference. In other words, the learning strategy in cooperation learning is fitting for the high achievement students and low achievement students in their learning attitude. Therefore, we can foresee that the flipped classroom especially using cooperation learning may successful in this education reform.