Enhancing High School Chemistry Pedagogy: A Community-College Collaboration Case Study

Thesis Abstract

This study investigates how a structured collaboration between a metropolitan community college and nearby high schools can enhance high school chemistry pedagogy by aligning instruction with college-ready practices and laboratory skills. The central problem addressed is the persistent gap between high school chemistry curricula and the competencies required for success in STEM pathways, which manifests as lower student engagement, limited inquiry-based learning opportunities, and uneven attainment of laboratory competencies. The aim is to evaluate the impact of a co-designed professional development program and shared laboratory resources on high school students’ conceptual understanding, laboratory skills, and attitudes toward chemistry. Specific objectives include (1) to implement a collaborative professional development (PD) program for high school teachers and community college instructors; (2) to develop and pilot a modular, inquiry-driven chemistry curriculum co-created by the participating institutions; (3) to assess changes in students’ chemistry achievement as measured by standardized tests and validated concept inventories; (4) to examine shifts in students’ scientific reasoning, inquiry skills, and attitudes through mixed-methods instruments; and (5) to analyze cost-effectiveness and scalability of the model for broader replication. The methodological design is a mixed-methods, embedded case study conducted over two academic years in three high schools and the associated community college chemistry program. The population comprises 120 chemistry teachers and 4,800 students across the partnering schools, with a purposive sample of 36 teachers (12 per site) and two intact student cohorts per school (approximately 1,600 students). Data collection instruments include a) teacher PD surveys and classroom observation rubrics adapted from the Reformed Teaching Observation Protocol (RTOP); b) a validated Chemistry Concept Inventory (CCI) and Laboratory Skills Assessment (LSA) administered pre- and post-intervention; c) a 5-point Likert-scale attitude toward chemistry instrument and reflective journals; d) semi-structured interviews with teachers, department chairs, and college instructors; e) focus groups with students to capture experiential and motivational dimensions; and f) cost-tracking records for PD delivery and shared resources. Validity and reliability assessments involve Cronbach’s alpha for internal consistency, inter-rater reliability checks for observation rubrics, and pilot testing of the modified instruments. For data analysis, quantitative data will be analyzed using multilevel mixed-effects modeling to account for nested data (students within classes within schools), with fixed effects for the PD participation and curriculum module usage, and random effects for schools and teachers. Regression analyses will examine relationships between instructional quality (RTOP scores), student achievement (CCI and LSA gains), and attitudes. Mediation analysis will test whether improvements in instructional quality mediate the effect of the intervention on student outcomes. Qualitative data will be analyzed thematically using a framework approach, with coding validated through triangulation across interviews, focus groups, and journals. A convergent parallel design will integrate quantitative and qualitative findings to identify how context affects implementation fidelity and outcomes. The theoretical framework anchors the study in Social Constructivism and Communities of Practice (as per Wenger) and draws on the Expectancy-Value-Cost theory to interpret student motivation changes. A logic model will map inputs, activities, outputs, and intended outcomes, guiding interpretation of results. Key expected findings include (i) statistically significant gains in CCI and LSA scores for students in the experimental groups relative to comparison groups, (ii) higher RTOP scores indicating more frequent use of inquiry-based and student-centered strategies, (iii) positive shifts in students’ attitudes toward chemistry and perceived relevance of laboratory work, moderated by teacher collaboration quality and resource accessibility, (iv) evidence of sustainable implementation through ongoing PD and shared laboratory facilities, and (v) a favorable cost-benefit trajectory suggesting scalability to similar urban contexts. The study contributes to knowledge by providing empirical evidence on the effectiveness and scalability of university–community college–high school partnerships for chemistry reform, detailing a replicable model for aligning curricula, strengthening laboratory competencies, and supporting teacher professional growth. The study concludes that structured collaboration, supported by shared resources and targeted PD, can meaningfully improve high school chemistry pedagogy and student outcomes, with recommendations for policy-makers and practitioners focusing on funding mechanisms, formalized partnership agreements, and phased expansion to additional districts.