http://repository.tml.nul.ls:80/handle/123456789/181 2006-01-03T20:04:52Z http://repository.tml.nul.ls:80/handle/123456789/1506 Types of composition writing-based subject-verb agreement errors by esl high school learners in three selected schools in Botha-Bothe Thobi, G.J. The challenge that types of subject-verb agreement errors have on English Second Language (ESL) learners in Lesotho is evident in composition writing. This problem impinges on learners negatively as they are mainly assessed through writing. Learners’ inability to apply types of SVA presents a major challenge to ESL teachers in Lesotho in relation to teaching of writing. Despite the efforts that researchers and English practitioners have put in place in assisting ESL learners to guard against such errors, their efforts are in vain as learners’ compositions are encumbered with inaccurate and unintelligible sentences. It is against this background that this study sought to explore types of composition writing-based subject-verb agreement errors by ESL high school learners. This investigation is benchmarked by the Second Language Learners’ Interlanguage hypothesis. The inquiry is situated within quali-quantitative case study design where the researcher focused on Grade 11 learners and their teachers of English Language in three selected schools in Botha-Bothe district. In this study, participants were purposively and conveniently selected. Open-ended questionnaires, focus group discussion and document analysis were employed as data generating techniques. The inquirer used open and selective coding coupled with Corder’s (1974) model of error analysis to analyse data. Coding and error analysis helped the researcher to classify types of SVA errors into themes which later enabled the investigator to determine the causes of such errors. It was established that learners’ types of SVA errors are due to, among others, mother tongue interference and non-English-speaking environments. The inquiry brought to conclusion that ESL learners baffle and grapple with the correct application of types of SVA. It is recommendable that teaching and learning of types of SVA should be intensified. 2020-09-01T00:00:00Z http://repository.tml.nul.ls:80/handle/123456789/1505 Learners’ perceptions about the causes of bullying at secondary schools in Lesotho and how it can be controlled Seisa, Ramonki Egnetus Nowadays learners present various emotional and behavioural challenges to the mainstream education system because they come from diverse cultural, religious and socioeconomic backgrounds, and have different abilities, gender orientation, ethnicity and so on. This study explores learners’ perceptions about the causes of bullying and how it can be controlled at secondary schools in Lesotho. Data for the study was collected using a qualitative approach employing a case study design and was analysed through an Interpretative Phenomenological Analysis (IPA). Thirty learners participated in the study through focus-group discussions and semi-structured interviews. The findings of the study indicate that learners experience various forms of bullying either as bystanders, perpetrators and/or victims. They further reveal that many learners have frequently experienced physical, verbal, emotional and cyber-bullying in different contexts. The study concludes that while there are existing punishment mechanisms like corporal punishment, verbal reprimands, manual labour and suspension, most participants reflected that one of the most effective ways to control school bullying is the learners’ home background which could be used to influence the change. Finally, the study recommends that the Ministry of Education and Training (MOET) should establish a National Anti-Bullying Policy with clearly spelled out guidelines on how individual incidences of bullying should be dealt with in secondary schools. The policy should be disseminated and implemented across all schools in the country to safeguard learners’ sense of safety, fundamental freedom and basic right to education. 2020-07-01T00:00:00Z http://repository.tml.nul.ls:80/handle/123456789/1504 Investigating access to education for learners with hearing impairment at secondary schools Lehloa, Hopolang The study investigated the access to education for learners with hearing impairments. As such, a qualitative methodology was employed in the conduction of the study. The study was developed using the interpretivist paradigm. In that regard, purposeful sampling was considered in selecting the participants, and, data were collected using questionnaires and semi-structured interviews methods. The findings were presented in words, based on content analysis and interpreted within the theoretical framework of the study. The study uses sociocultural theory which emphasises the importance of language, society and culture for child cognitive development. The theory further notes that, learners with special needs need to be viewed positively and be treated as normal people. The study has explored education and its access in general as well as its access to learners with hearing impairment. The study has further discussed assessment of learners with hearing impairment along with the strategies used so as to improve their access to the general curriculum. The study has revealed that learners with hearing impairment seem to cope at school. Besides, they feel accommodated, as the presence of sign language interprets and the use of sign language on the school campus makes their learning possible. The data also reveal that sign language interpreters feel capable of helping learners. However, they pointed out the need for their training for specialization, and the need for the school to have many interpreters so that they can have some time off from classes to plan for their lessons. The study further indicates that teachers feel they accommodate learners as the presence of sign language interprets makes their work easy. On the other hand, teachers show that learner-centered teaching methods are effective in teaching learners with hearing impairment. However, in using such teaching methods, they encounter a challenge in time management and unsuitable resources. The study has found that there is a need for training sign language interpreters and a clear policy on inclusive education. 2019-07-01T00:00:00Z http://repository.tml.nul.ls:80/handle/123456789/1477 An investigation into secondary school teachers counselling skills when supporting students with psycho-social problems Lekhao_Morahanye, Tlalane The well-being ofstudents is ofglobal concern. Secondary school students‟ are often confronted by complex problems emanating from developmental problems, psycho-social and academic challenges. Underachievement and career disorientation are some of the problems that overwhelm students. Counselling is perceived as in important measure that teachers use to address students‟ problems. This qualitative study aimed to explore the Lesotho secondary school teachers‟ perceptions of their counselling skills when handling students‟ problems. Semi-structured interviews, field notes and documents were used to collect data from secondary school teachers selected by purposive sampling. The researcher used content and thematic approaches in analysing data. The findings revealed counselling strategies employed by secondary school teachers when counselling students. Such strategies included use ofgroup counselling, one-on-one and role play. The findings also indicated challenges that secondary school teachers encounter when counselling students with problems. Such challenges included, the inability for some students not to open up to the counsellor and the fact that some counsellors‟ immoral character was questionable by their clients were obstructions to adequate performance of the general exercise. At the heart ofthe revealing findings were the lack of funds by school in pursuing the counselling project and the inability for some counsellors to detach themselves from students‟ private problem. The findings further provided an insight into how teachers deal with the challenges they encounter when counselling students. Chiefamong these were the fact that teachers were able to look for alternative space for counselling in the absence ofcounselling rooms, used integrated approach by merging counselling into other school activities as well engaging parents into some desirable orientations. The study recommends that teacher-counsellors training be strengthened and that educational psychologists should be deployed in schools as well as serious improvement in infrastructure. 2018-08-01T00:00:00Z