Faculty of Education

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https://hdl.handle.net/20.500.14155/169

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Browsing Faculty of Education by Author "Chere-Masopha, Julia"

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    Challenges confronting supervision at the National University of Lesotho
    (ResearchGate, 2022-07) Tlali, Tebello; Chere-Masopha, Julia; Sebatane, Edith; Khalanyane, Tankie
    Postgraduate supervision can be a challenging form of teaching, with the challenges further compounded by context or institutional-specific factors. The Faculty of Education at the National University of Lesotho has faced numerous challenges in offering postgraduate degrees, with a few qualified supervisors for the large number of students who enrol in these programmes. This study explored the nature of the challenges confronting postgraduate supervision in this context. It was underpinned by the interpretivist paradigm and employed a qualitative approach. Fifteen supervisors participated, of whom nine (three associate professors and six senior lecturers) were individually interviewed. Six junior lecturers took part in a focus group discussion. Guidelines on postgraduate supervision were also subjected to document review. The findings revealed that while some supervisors had positive experiences, others are frustrated. This is due to a lack of training, and lack of clarity on supervisory procedures, as well as the low academic literacy and lack of commitment exhibited by some students. It is recommended that supervisors should be capacitated through training. Furthermore, supervisory guidelines should be reviewed and benchmarked against best practices in the field.
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    The classical test or item response measurement theory
    (International Journal of Learning, Teaching and educational Research, 2022-09) Ayanwale, Musa Adenkule; Chere-Masopha, Julia; Morena, Malebohang C
    While the Examination Council of Lesotho (ECOL) is burdened with a huge workload of assessment tasks, their procedures for developing tests, analysing items, and compiling scores heavily rely on the classical test theory (CTT) measurement framework. The CTT has been criticised for its flaws, including being test-oriented, sample dependent, and assuming linear relationships between latent variables and observed scores. This article presents an overview of CTT and item response theory (IRT) and how they were applied to standard assessment questions in the ECOL. These theories have addressed measurement issues associated with commonly used assessments, such as multiple-choice, short response, and constructed response tests. Based on three search facets (Item response theory, classical test theory, and examination council of Lesotho), a comprehensive search was conducted across multiple databases (such as Google Scholar, Scopus, Web of Science, and PubMed). The paper was theoretically developed using the electronic databases, keywords, and references identified in the articles. Furthermore, the authors ensure that the keywords are used to identify relevant documents in a wide variety of sources. A general remark was made on the effective application of each model in practice with respect to test development and psychometric activities. In conclusion, the study recommends that ECOL switch from CTT to modern test theory for test development and item analysis, which offers multiple benefits
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    Do in-service teachers accept artificial intelligence-driven technology?
    (Elsevier, 2024-05-20) Molefi, Rethabile Rosemary; Ayanwale, Musa Adekunle; Kurata, Lehlohonolo; Chere-Masopha, Julia
    This study investigates the acceptance and utilization of artificial intelligence (AI) among in-service teachers in Lesotho, focusing on the mediating role of school support and resources (SSR). In Lesotho’s educational land- scape, which is characterized by a growing interest in technology integration, this study fills an essential gap in the existing literature by exploring in-service teachers’ perspectives on AI adoption and the mediating influence of SSR. Using the Unified Theory of Acceptance and Use of Technology (UTAUT) as the theoretical framework, the study adopts a cross-sectional design, collecting data from a sample of 315 in-service teachers through online surveys. The data was analyzed using maximum likelihood estimation. The results reveal a substantial positive relationship between perceived usefulness, perceived ease of use, and a positive attitude towards AI, with SSR playing a pivotal role as a complementary mediator in these connections. However, the study identifies a non- significant relationship between technical proficiency and behavioral intention, suggesting a need for further investigation into the technical skills essential for effective AI integration. The results highlight the critical role of SSR in shaping in-service teachers’ intentions to use AI in their teaching practices. As a result, the study rec- ommends tailored continuous professional development programs and collaborative learning communities to enhance teachers’ skills. Additionally, it emphasizes the importance of advocating for policies that support AI integration in education and underscores the ethical considerations related to AI use. We discuss the implications of our results concerning integrating AI into teachers’ teaching practices in schools and outline future directions.
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    Re-framing postgraduate supervision as a teaching and learning practice
    (ORCID, 2022-10-24) Tlali, Tebello; Chere-Masopha, Julia
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    The role of teacher educators in curriculum reforms in Lesotho schools
    (ResearchGate, 2022-06) Chere-Masopha, Julia; Tlali, Tebello; Khalanyane, Tankie; Sebatane, Edith
    To a certain extent, many curriculum reforms that have been introduced in Lesotho schools have been unsuccessful. Teachers’ preparedness to implement these reforms has been the major factor for the failures. Involving teacher education providers in the preparation of teacher preparedness could improve the success rate of these school reforms. Therefore, understanding how education educators prepare teachers for curriculum reforms could assist to understand why school teachers often appear to be ill-prepared for curriculum reforms. Accordingly, this paper investigated the views of six teacher educators about their role in the preparation of teachers for curriculum reforms in Lesotho schools. A questionnaire was used to collect data that were analysed thematically. The results obtained indicate that: teacher educators are involved in a limited way in Lesotho curriculum reforms; and they have limited knowledge about the current reforms. As a result, their training practices do not target to prepare teachers for the reforms introduced in schools. This explains why many studies have found teachers to be ill-prepared for any curriculum reforms in Lesotho. These findings raise awareness on the issue that teacher educators should be involved in the reforms in Lesotho. Therefore, the main recommendation of this study is to engage teacher education providers so as to make the reforms successful.