Date of Award

Fall 8-2016

Document Type


Degree Name

Doctor of Education (EdD)



First Advisor

Dr. Lynda Leavitt

Second Advisor

Dr. Jill Hutcheson

Third Advisor

Dr. Terry Stewart


In this mixed-methods study, the researcher investigated teacher fidelity of implementation with cooperative learning structures, according to the Kagan Framework, related to students’ academic achievement and perceptions of cooperative learning. An analysis of the variations in teacher implementation of cooperative learning structures utilizing the Kagan Framework, based on the fidelity checklists, was completed during the study. In addition, the researcher examined the differences in mean achievement scores during baseline (i.e., traditional teaching practices) and intervention (i.e., cooperative learning structures) weeks, a correlation of relevant data points, and a discussion of teacher interviews, surveys, checklists, observations, and student surveys. To investigate teacher fidelity of implementation the researcher employed an A-B-A-B, single-case research design to examine the outcomes of the three Kagan structures (Flashcard Game, Quiz Quiz Trade, and Numbered Heads Together) on pupil performance measured by formative and summative assessments and students’ selfassessments of their word knowledge. Three teachers (i.e., Teacher A, B, and C) with various levels of experience in using cooperative learning structures and 48 students served as participants. The findings indicated high student achievement with Teacher B’s students, while student achievement in Teacher A or C’s classrooms were inconsistent. Teacher B’s implementation (98.4%) of cooperative learning structures, according to the Kagan Framework, resulted in statistically significant student achievement during intervention weeks. Furthermore, the researcher noted relationships between student confidence levels and student achievement scores for Teacher B’s students for all baseline and intervention weeks. Teacher A’s and Teacher C’s implementation of iii cooperative learning structures deviated frequently and resulted in inconsistent student achievement during intervention weeks. In addition, for students in Teacher A and C’s classrooms, the relationships between student confidence levels and student achievement scores were inconsistent and students lacked confidence in their own knowledge and actual achievement. Qualitative data showed overall teachers perceived the cooperative learning structures as valuable instructional strategies that engaged and motivated students to learn. The researcher suggested school districts must ensure high teacher fidelity of implementation according to the defined components of strategies and programs to guarantee consistent academic achievement for students.


Copyright 2016