Jodi Van Wetering, Math Teacher
Downers Grove North High School

To cite this article: Van Wetering, J. Kagan Structures and High School Algebra. San Clemente, CA: Kagan Publishing. Kagan Online Magazine, Spring 2009. www.KaganOnline.com

Study Abstract
This article summarizes the positive impact Kagan Structures had on student achievement and student attitudes in my high school Algebra classes. The study is based on the test scores and student surveys of 114 students in five classes: three Algebra 300 classes and two Advanced Algebra 300 classes. The study includes before Kagan and after Kagan achievement comparisons as measured by average class scores, student survey results and comments, as well as my own personal reflections on teaching and learning using Kagan Structures.

Academic Achievement – Class Averages
The data presented compares average test and final scores from the 2005-2006 school year and the 2006-2007 school year. In 2006-2007, I began using Kagan Cooperative Learning strategies. Since the courses I taught, course content, and tests were the same for both school years, the results serve as a good comparison of instructional strategy: teaching Algebra classes using traditional instruction vs. using Kagan Structures.

The following charts illustrate the gains Kagan Structures had on student achievement on Algebra 300 classes as well as Advanced Algebra classes. Notably, there was a consistent improvement in the student achievement across the board. In no case did traditional instruction outperform Kagan Structures.

Algebra 300

	Algebra 300 – 3 Classes
	Test Name 2005-2006 Class Average 2006-2007 Class Average Chapter 5 Test 80.97% 83.65% Chapter 8 Test 76.31% 77.05% Chapter 10 Test 78.32% 84.03% Semester 1 Final 78.8% 83%

 

Advanced Algebra

	Advanced Algebra – 2 Classes
	Test name 2005-2006 Class Average 2006-2007 Class Average Chapter 5 Test 73% 77% Chapter 10 Test 78% 82% Chapter 11 Test 78.55% 83.97% Semester 1 Final 71.8% 77%

Survey of Student Attitudes
I administered the same survey to all five classes in the 2006-2007 school year. Students responded anonymously to statements about their attitudes towards cooperative learning and Kagan Structures on a scale of 1 to 4 (Strongly Agree to Strongly Disagree). Please see the Appendix for the actual survey. Below is an agree vs. disagree breakdown comparison on key survey statements, a summary of all survey results, and student comments on the survey.

 

 

Reflections on Learning and Using Kagan Structures

Students engage in a fun teambuilding activity to set the stage for team work.

I was first introduced to Kagan Cooperative Learning by my current principal, Maria Ward. At her previous school, teachers had been trained in Kagan Cooperative Learning and found the structures improved student learning and student engagement in the classroom. After being intrigued by this type of cooperative learning, I asked to attend a training session. I then attended a one-day session presented by Jennifer Evans and I was amazed, and without a doubt I was hooked. I had never before attended a conference that was so engaging and I could immediately see how this could impact my students' achievement and understanding of math. I couldn't wait to learn more and begin introducing structures into my classroom. I requested to attend the Kagan Summer Academy in Florida. I attended the five-day cooperative learning training that summer and once again was blown away.

After using Kagan Cooperative Learning in my classroom for an entire year, I was then given the opportunity to attend the School Trainer Summer Academy. I was extremely excited to become a school trainer and share how amazing Kagan is with other teachers in my building. I have now trained ten other math teachers in my building. Kagan is alive and well in the math department at Downers Grove North High School.

As a teacher, Kagan Structures are a part of my classroom on a daily basis. My students usually do some type of warm up activity whether it is a Sage-N-Scribe, Simultaneous RoundTable, or a teambuilding activity. My students' understanding of mathematical concepts such as translating quadratic equations, simplifying exponential expressions, and retaining mathematical vocabulary has greatly increased with the use of Quiz-Quiz-Trade and Inside-Outside Circle. Students explain step-by-step procedures to each other using RallyCoach and practice problems using Find Someone Who. One of my favorite ways to review concepts is by using Showdown. The number of ways to incorporate all of the structures into the classroom is endless. I am constantly using a variety of structures to teach mathematical concepts and to allow my students the opportunity to practice. Kagan Structures allow immediate feedback to the student and to the teacher. 

Since I have incorporated the Kagan philosophy into my classroom, student achievement has improved in Algebra and Advanced Algebra with Trigonometry. I attribute the achievement gains to cooperative learning strategies that continue to keep students' actively engaged. Kagan Structures promote positive interdependence, individual accountability, equal participation, and simultaneous interaction. Through the use of structures, teambuilding and classbuilding, students are motivated and encouraged to participate. Consequently, they have improved their problem-solving skills, and communication skills. They have a greater mathematical understanding and new tools for checking for understanding and content mastery. As a teacher, I have increased my ability to create an environment where relationship skills and social skills are taught, encouraged, and fostered.

Students feel that my classroom is a warm, friendly environment. They have gotten to know their classmates and feel comfortable asking questions. They have stated that math is fun again. And as a result of all of this, their mathematical scores have increased. Kagan has changed my life as a teacher and I am a better educator because of Kagan.

Appendix

	This survey is anonymous. Please do not put your name on it. Please circle 1-4 for each of the following questions. 1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree I enjoy working in groups. 1234 I feel comfortable working in groups 1234 I feel comfortable asking my group members questions 1234 I feel more inclined to ask my group members questions before asking the teacher 1234 I find my group members to be helpful 1234 I feel I have a better understanding of mathematics from working in a group 1234 Being in a group has helped me become more successful in math 1234 I have enjoyed the Simultaneous Round Table cooperative learning strategy 1234 I have enjoyed the Find a Friend cooperative learning strategy 1234