Effect of Kagan Cooperative Learning Structures on Learning Achievement: An Experimental Study

Abstract

This study aimed to explore the effect of Kagan cooperative learning structures in enhancing the learning achievement of the Bhutanese students in learning chemistry. This was experimental research, pretest – posttest control group design. A total of 76 higher secondary students from Daga Central School participated in this research. Samples were obtained through purposive sampling. The participants were divided into two groups namely, control group (n = 38) and experimental group (n = 38). The Experimental group was taught using Kagan cooperative learning structures whereas control group was taught using conventional method (lecture method) for four weeks. Achievement test were administered before and after the intervention. Data were analyzed by computing means, standard deviations and t-test. The results of the study showed statistically significant difference in achievement between groups taught using Kagan cooperative learning structures and those taught via conventional method with moderate effect size (d = 0.63), suggesting Kagan cooperative learning structures as effective pedagogical approach in learning chemistry in Bhutanese higher secondary schools.