Perceptions on cooperative learning : a case study of Kagan cooperative learning structures in the classroom

Abstract

The purpose of this study was to gain insight to the perceptions of teachers and students on learning and engagement due to the implementation of Kagan cooperative learning structures. The study utilized quantitative and qualitative data to answer the guiding research questions. A mixed methods explanatory research design was implemented, beginning with the collection of quantitative data that was expanded upon by further collection of qualitative data. The sample for this study consisted of 107 students, grades 3-8, and 19 teachers who have been trained by a Kagan cooperative learning professional developer. Surveys created by the researcher were used to gain quantitative data from both the teacher and the student participants. Following the analysis of survey data, eight teachers participated in one-one-one, semi-structured interviews. The final phase of the data collection was the use of two teacher focus groups. The responses from the interviews and focus groups were transcribed, coded, and analyzed in order to assist with answering the research questions. Using the qualitative data gathered from the interviews and surveys to explain and extend the findings created by the analysis of the quantitative data, the research effectively answered the proposed study questions. Overall, both the teachers and the students agreed that the use of the Kagan cooperative learning structures affect student learning and engagement. Students responded to the survey and agreed that they prefer to work with team mates when completing and assigned task. Teachers agreed that students become engaged and motivated when asked to complete assignments in a team setting. Several themes emerged when data from the teacher interviews and focus groups were analyzed. Positive outcomes of the implementation of Kagan cooperative learning structures were voiced from all teacher participants interviewed and those participating in the focus groups. The results of the study provided some insight to issues that are faced by teachers and the daily implementation of Kagan cooperative learning structures in the classroom. For example, new initiatives, at both the district and school level, have been put into place this year and less time is available to plan for the effective implementation of the structures.