Examine Teachers' Pedagogical Preparedness for Implementing Collaborative Learning Strategies in the Chemistry Curriculum in Senior Schools in West Pokot County

Abstract

Effective implementation of collaborative learning strategies in chemistry teaching is widely linked to improved learner achievement, yet teachers' pedagogical preparedness for such implementation, particularly within Kenya's Competency-Based Education, remains under-examined. This study conducted a pedagogical analysis of collaborative learning strategies in chemistry teaching in senior schools in West Pokot County, focusing specifically on teachers' pedagogical preparedness for implementing these strategies. A sequential explanatory mixed-methods, quasi-experimental design with a nonequivalent control group pre-test/post-test structure was employed, drawing on a target population of 89 chemistry teachers and 3,247 Grade 10 learners. A sample of 40 teachers and 200 learners across 20 purposively and randomly selected schools. Data were collected using teacher questionnaires, focus group discussions, and classroom observations, and analyzed using descriptive and inferential statistics alongside thematic analysis. Findings revealed that teachers' overall pedagogical preparedness was moderate, with strong theoretical understanding of collaborative techniques but limited practical ability to manage large and diverse groups. Only 52.8% of teachers had received training on collaborative learning methods, yet trained teachers recorded significantly higher implementation scores and their learners achieved significantly greater gains than untrained teachers' learners. Learner accounts corroborated these patterns, describing more meaningful collaborative experiences with teachers who actively structured and monitored group work. The study concludes that inadequate pedagogical preparedness, rather than lack of theoretical awareness, constrains the effective implementation of collaborative learning in chemistry classrooms, with direct consequences for learner achievement. It recommends sustained, practice-oriented professional development targeting classroom management for large groups, supported by county education offices and school administration, to strengthen collaborative pedagogy and improve chemistry learning outcomes in resource-constrained senior schools.