| This study investigated the impacts of Kagan cooperative learning on the mathematical achievement of fifth-grade students due to the alarming decrease in mathematical scores on state tests over the past several years. Participants included 28 fifth-grade students in a southeastern elementary school. This pretest-posttest, quasi-experimental quantitative study explored the impact of three Kagan cooperative learning structures on the mathematical achievement of fifth-grade students. Mathematics instruction used for the treatment group included the Kagan cooperative learning structures Rally Coach, Rally Table, and Timed Pair Share, while the comparison group was taught mathematics through direct instruction methods only. Data analyses were conducted by a t-test for two independent samples, using the independent measures design for between subjects to evaluate the mean difference over 16 weeks between the pretest and posttest scores of the treatment and comparison group using The Princeton Review, an in-school evaluation tool, as well as each student's individual mathematics average on various, randomly selected classroom assignments. The findings from this study indicated a significant difference in the mathematical achievement in the fifth-grade students who participated in Kagan cooperative learning structures when compared to the mathematical achievement of the students who did not participate in Kagan structures. The expanded use of Kagan's cooperative learning structures could bring about increased math achievement not only for students at Taylor Ranch School, but if expanded in use, improved math scores across the nation. Increased use of Kagan cooperative learning structures may bring about outcomes including greater employability and socials skills in order to prepare students for real world situations. |
