10th U6+ Consortium of African Universities International Conference

Learner-centered instruction (LCI) has attracted growing scholarly interest for its potential to foster 21st-century competencies, particularly collaboration, among language learners. This study examined the extent to which learner-centered instruction influences learners' collaboration skills in Kiswahili language classes in public junior schools in Nandi North Sub-County, Nandi County, Kenya. Anchored within the Constructivist Theory of Jean Piaget and Lev Vygotsky, the study employed an explanatory sequential mixed-methods design. A sample of 102 Kiswahili teachers and 291 Grade 7–9 learners was selected using stratified random sampling, purposive sampling, and systematic sampling from 110 public junior schools. Data were collected through a Likert-scale teacher questionnaire (Cronbach's α = 0.76), a classroom observation checklist, and a document analysis guide. Quantitative data were analyzed using SPSS v29 and Excel; qualitative data were thematically analyzed. Results revealed overwhelming teacher consensus that LCI fosters collaboration, with 100% agreement and high means across all items: group activities improving teamwork (mean = 4.81), collaborative tasks increasing motivation (mean = 4.84), and LCI fostering general collaboration (mean = 4.73). Document analysis showed that 97% of lesson plans incorporated collaborative activities, 96% of schemes of work explicitly targeted collaboration as a learning outcome, and 92% of records of work contained reflections on group dynamics. However, classroom observations indicated gaps between planning and implementation, with group work opportunities and structured teamwork not consistently observed. The study concludes that while LCI significantly enhances collaboration skills in principle and planning, equitable and structured execution remains a challenge. Professional development, structured group facilitation training, and institutional support are recommended to bridge this implementation gap.