Evaluating the effects of Kagan Structures on

teaching strategies: An action research study

Gibbons-Lester, Audra A.

ProQuest document link

ABSTRACT (ENGLISH)
Engaging students during instruction is an essential task for educators to accomplish. With easier access to new
technology, today’s students are not actively engaged by traditional teacher-centered instructional strategies. In
order to ensure students are actively engaged during instruction, teachers need to learn and implement new
research-based teaching strategies. This qualitative action research study focused on the implementation of Kagan
Structures, which are research-based teaching strategies, in order to improve teaching strategies through student
engagement at a public elementary school. The research questions for this study include how will the
implementation of Kagan Structures affect teaching strategies at a public elementary school, and to what extent will
the implementation of Kagan Structures affect teaching strategies at a public elementary school. The sample was
purposefully selected from teachers at a public elementary school in order to collect data about teaching strategies
and student engagement. Thematic analysis was conducted to analyze observation and interview data. Observation
data collected information on the type of teaching strategy being used, the number of students participating and not
participating, and comments that detailed what was observed. Interview data collected information from participants
to gain a deeper understanding of teaching strategies, Kagan Structures, and student engagement during
instruction. The data showed that more students were engaged during Kagan Structures when compared to non-
Kagan teaching strategies, and that Kagan Structure use increased during the intervention. This qualitative action
research design showed that Kagan Structures improved teaching strategies by increasing student engagement.

DETAILS

LINKS
Check for full text at University of Sunderland

Database copyright  2023 ProQuest LLC. All rights reserved.

Terms and Conditions Contact ProQuest

PDF GENERATED BY PROQUEST.COM Page 1 of 1