Theses and Dissertations

Permanent URI for this collection

https://hdl.handle.net/20.500.14155/181

Browse

Now showing 1 - 20 of 89

Daily hassle stress and coping strategies
(University of Botswana, 2008-05-05) Mokenela, Paballo Josephine; Bhusumane, Tlhabiwe
A study of the experiences that exposed part-time adult learners in higher education to daily hassle stress and the coping mechanisms that the learners adopted was carried out at the Institute of Extra-Mural Studies (IEMS) of the National University of Lesotho (NUL). The goal of this applied qualitative study was to contribute knowledge on stress-related experiences of part-time adult learners in higher education so that the necessary interventions could be put in place. In-depth interviews of six part-time adult learners aged between 30 and over 50 years were conducted. The sample comprised three males and three females of different marital statuses, residing at different geographical locations of Lesotho. The experience of the participants in part-time learning ranged between five-and-a-half to seven-and-a-half years. Data was collected through semi-structured interview guide and the interviews were tape recorded. The data showed that the part-time adult learners at IEMS were constantly under time pressure to meet the social, economic, and academic demands. The learners were also burdened with financial responsibilities and obligations in meeting these demands. Furthermore, differences in personalities and negative attitudes of other students and some of the members of IEMS staff were stressful to the part-time adult learners. The part-time adult learners applied various coping strategies that rendered them resilient to the daily hassle stress. Social support, particularly from significant others, was identified as the most effective method of managing stress. Other coping strategies included emotion-focused coping, problem-focused coping, and relaxation techniques. Medical help was viewed as the least effective coping strategy. The study suggested other measures to reduce stress could be explored by IEMS to help the part-time adult learners. The measures include minimization of the identified stressors within the learning environment, and the empowerment of the adult learners through the Western counseling approaches to supplement and complement the coping strategies that are already being used by the part-time adult learners.
A linguistic analysis of Sesotho personal sentence names
(2009) Rants'o, Liketso; Prof. Machobane, M.
This thesis provides a linguistic analysis of Sesotho personal names that have the structure of sentences. It examines the internal structure of these names, their linguistic status and their meanings. The internal structure of the names is discussed in the second chapter of the thesis. In this chapter the names are categorized into the declarative names, the interrogative names and the imperative names. Each category of names is assigned a word structure rule (WSR) that describes its structure. The component parts of sentence names are nouns, concords, verbs, tense markers, question words, imperative markers and negation morphemes. Concords function in the names to indicate unison and individualism, gender and definiteness. Nouns in sentence names make the names specific. Tense markers are used in the names to indicate tense and verbs carry the semantic content of the names meaning. Question words, imperative markers and negation morphemes are used to classify the names into different categories. The third chapter addresses the question of how sentence names should be classified. It is argued that these names should be classified as words. This is because they display properties of words such as internal stability, positional mobility and uninterruptability. These names are nouns because they can be replaced with pronouns, they can be inflected for number, they are written as single words and their tone is different from that of their corresponding sentences. The sentence names are also regarded as words because they are derived by word formation processes namely conversion and clipping. The fourth chapter relates to the question of the meanings behind personal sentence names. It is noted that the meanings of sentence names may be derived from the individual words that make up the names, especially the verbs as they carry the semantic content of the names. The names have the connotations of joy, pride, gratitude, frustrations, disappointment, surprise, series of deaths, condolences, calamity, need for care, illegitimacy and conflicts. The syntactic meaning of the names is discussed in relation to the argument structure of the predicates that make up sentence names. Besides the lexical meanings and the syntactic meanings, it is noted that there are pragmatic factors that help in interpreting the names. These pragmatic meanings of the names are studied in relation to the communication that is attained through the names
NASAL influence in Sesotho phonology
(National University of Lesotho, 2009) Mohoanyane, 'Mapapali Angelina
Constructions of gender in the context of free primaty education: A mult-site case study of three schoools in Lesotho
(University of Kwazulu-Natal, 2009) Morojele, P. J.; ; Prof. Bhana, Deevia; Prof. Moletsane, Relebohile
This thesis reports on a qualitative study of stakeholders’ constructions of gender in the context of the Free Primary Education policy in three primary schools in Lesotho. Through the lens of the social constructionist paradigm, the thesis examines how parents, teachers and children living in and around these primary schools think, act, and feel in relation to gender in their academic and social worlds. It looks at the ways in which these stakeholders engage with issues of gender in Lesotho communities ravaged by gender inequality. Based on parents’, teachers’ and children’s constructions of gender, the thesis suggests strategies that might help address inequitable gender relations in and around the primary schools. The thesis grounded my personal life experiences, as the researcher, as crucial in the development of methodological strategies and processes of this study. In a flexible and responsive manner, the study utilised informal conversations, semistructured interviews, observations, questionnaires and document analysis, as methods of data collection. It found that, influenced by ‘discursive constructs’ of providence and God’s will, child-adult relations, naturalness of gender differences and attributes as well as the Basotho culture, parents and teachers constructed gender in ways that reinforced existing gender inequality in and around the primary schools. The structural and social organisation of the schools that tended to allocate girls and boys into rigid social categories, and parents’ and teachers’ constructions of gender which reinforced inequitable gender relations, were found to have significant impact on the regulation of children’s experiences and meanings of gender. The study found that children’s experiences of gender informed how they actively engaged with issues of gender and the meanings they attached to being girls and boys. The study traces how Basotho culture and religion have been fundamental to gender inequality and violence in Lesotho. These factors encouraged the schools to use structural/physical identities (such as having biological sex as a boy/girl), as the bases for allocation of girls and boys into rigid and inequitable social categories. The dominant discourses of gender that emanated from these factors, ascribed stereotypic attributes to males (boys and men) and females (girls and women) as means to ground inequitable gendered human aptitudes, which were used to justify gender inequality. The study also identifies ways in which girls defy the insistence on their subordination, and sees fault lines where gender inequality can be confronted without abandoning Basotho culture.
The place of N.M.Khaketla's selected plays in the development of Sesotho drama
(National University of Lesotho, 2009-05) Lesaoana, Mpho Blandina; Dr. Rapeane, M.; Mr. Phafoli, Lehlohonolo
This study is on, the place of N.M. Khaketla’s selected plays in the development of Sesotho drama. It aims at showing how Khaketla as the first female dramatist distinguishes herself from her counterparts as regards, the choice of themes, stylistic devices and portrayal of male and female characters. Chapter one is introduction; guiding the readers as to how the study will be conducted. Chapter two compares and contrasts Khaketla’s choice of themes with those of her counterparts. Chapter three examines stylistic devices in Khaketla’s works and how she differs from her counterparts. Chapter four engages on the comparative analysis of male and female characters in the works of Khaketla with her counterparts. The last chapter is conclusion, covering the findings and recommendations for further study. The information needed for the success of this work has been obtained from Khaketla’s four books: Mosali eo ’neileng eena (1954), Ka u lotha (1976), Pelo ea monna (1977) and Ho isa lefung (1977) as well as the plays of her counterparts dating from 1928-1979. The study discovered that Khaketla’s plays occupy a special place in the development of Sesotho drama.
Assessment of male and female gender abuse reports in Maseru district
(National University of Lesotho, 2011-06) Molefe, Clifford Fonono; Preece, Julia
This study explores the experiences of male and female victims when they report gender-based abuse to the police or other authorities. This was done in order to compare how reports by men are addressed as compared to those by women in Maseru District. The motivation for the study was that men in particular do not appear to report abuse cases and when they do they experience unsympathetic responses from the authorities. However, in order to see if men are treated differently it was necessary to also see how women are treated when they report abuse cases. The study sought to see what kind of training is offered regarding gender abuse for men and women in order to make recommendations for improving future training and support for victims of abuse. This was a qualitative study. A total of 22 purposively sampled respondents from two police stations included ten victims of abuse and two officers from the Police headquarters, namely human resource and the Coordinator of CGPU. Ten victims from Maseru and Mabote stations (Five victims from each station), formed the subjects who adequately responded to the interview guide questions. The
Disciplinary measures adopted by school management teams in dealing with teacher misconduct
(National University of Lesotho, 2011-07) Lesaoana, Nthati
The study set out to investigate the disciplinary measures adopted by school management teams in dealing with teacher misconduct in Maseru Post Primary Schools. The specific objectives of this study were to identify school disciplinary measures against teacher misconduct in post primary schools; determine the challenges faced by school authorities in enforcing disciplinary measures in post primary schools; examine the role played by school management teams in addressing the issues of teacher misconduct in post primary schools and finally to suggest strategies that can be adopted by management teams to deal with teacher misconduct in post primary schools. The study was undertaken within which five schools in the Maseru City which were purposively selected. A qualitative survey was undertaken whereby principals, HOD’s and school governing board members were interviewed. There were three participants from each school and this resulted in a total sample of fifteen participants who were chosen purposively for the study. The study found that on the issue of disciplinary measure against teacher misconduct, the SMT’s use both preventive measures (formal and informal) and lawfully permitted measures in their schools against teacher misconduct. Those include sending teachers for rehabilitation, demotion, encouragement to resign and others such as issue of warnings (Verbal and written). With regard to the challenges, it was found that enforcement of discipline of teachers include their educational background, lack of fairness on the part of management, lack of remuneration for SGBs, legal framework and lack of training for both teachers and school authorities on issues related to teacher discipline.
The role of traditional knowledge in acquisition of proficiency in academic English by students in a higher education institution
(2012-11-20) Matsoso, Lifelile; Mapesela, 'Mabokang
The study focused on the role of Sesotho traditional knowledge in the academic English of university students from a Sesotho-speaking background. To this end, the spotlight of the investigation was how knowledge from beliefs, values, attitudes, behaviours/practices and other conditions and scenarios of the livelihoods of the Basotho can benefit acquisition of academic English proficiency among Sesotho-speaking background students (SSBS) at the English-medium National University of Lesotho (NUL). Personal, social and academic reasons formed the background/rationale for the study.
Narratives of differently abled persons: informing career guidance policy
(University of Pretoria, 2013) Sefotho, Maximus Monaheng; Prof. Ebersohn, L.
Investigating the factors that attribute to the teachers‟ failure to integrate Mokhibo and Ndlamo with business in the three Butha Buthe high schools.
(2014-07) Libokoana, Tankiso; Dr Thamae, C.G.
This thesis investigated the factors that attribute to teachers‟ failure to integrate Mokhibo and Ndlamo with business in the three Butha Buthe high schools. In order to get the answer to this problem, the researcher investigated teachers‟ understanding of the concept of integrated curriculum, the learners‟ and the teachers‟ attitudes to the integration of Mokhibo and Ndlamo with business and the ways of integrating Mokhibo and Ndlamo with business in the teaching and learning situation. The research is based on integrated curriculum which focuses more on education with production; which is teaching and learning the integration of Mokhibo and Ndlamo with business for the future of the students not for passing examinations. The results of the study will help teachers improve their teaching so that learners use the knowledge of the integration of Mokhibo and Ndlamo with business to make their own living. Observation and interview methods were used to collect data from the three schools using purposive sampling of six teachers and nine students from different schools. There were six interviewed and observed teachers while nine learners were only interviewed to check reliability of data collected from the teachers. In the reviewed literature teachers exhibited limited knowledge on integrated curriculum and only defined it without giving reasons for its practice in schools. Their reasons focused on the passing of the subject while focus should be on the future of the learner. The teachers also tried to vary methods of teaching but they could not apply all methods stated in the reviewed literature. The place where the learners come from was partly one of the factors that contributed to the teachers‟ failure to integrate Mokhibo and Ndlamo with business when teaching.
The micro-politics of schooling in Lesotho: Bullying
(Faculty of Education, National University of Lesotho, 2017) Makafane, David; Khalanyane, T. Khalanyane
The study explored the micro-politics of schooling in Lesotho, specifically focusing on bullying. Qualitative research design was adopted to probe for in-depth information about the bullying in schools. The methodology employed was the case approach. The site of the study was two high schools in Roma Valley. The population of the study was all teachers and students in the two high schools in Roma valley, while the sample comprised six teachers and eight students, who were purposively selected. The study found out that bullying exists not only during school activities, but even during after school activities that learners are involved in. It was also found that bullying has negative consequences to all parties; perpetrators, victims and bystanders. Findings further revealed that the minority members of the society like visually impaired people, physically challenged and students with poor background are more prone to bullying because most of them do not have power to counteract bullies. The study further found that newly arrived students are the ones who are mostly targeted by bullies under the pretext of being taught the culture of the school. The study also found that teachers view bullying as an act of power imbalance where a powerful person takes advantage of a less powerful or vulnerable person. The study also found that cyber bullying is the latest form of bullying which is more harmful than any other forms of bullying. Cyber bullying is practised by most students due to technology that they are exposed to. The study also found that bullying contributes to depression and low self-esteem, which can lead to poor school performance and suicidal tendencies amongst the victims and bystanders. The study therefore recommended that Lesotho government should come up with a policy to eliminate bullying in schools and establish programmes directed at teaching learners attitudes, knowledge and skills which they can use to circumvent bullying.
Attitudes of teachers towards learner diversity and inclusive education at basic education level in Lesotho
(National University of Lesotho, Faculty of Education, 2018-07) Khumalo, Motlalepula Alphonci; Dr Mosia, Paseka A.
The 21 st century learners can present challenges to regular education school contexts as they come from diverse cultural, religious, and socioeconomic status backgrounds; have different abilities or disabilities, gender orientation, ethnicity etc. This study looks at teachers’ attitudes towards learner diversity and explores how teachers accommodate diverse learners in mainstream primary and secondary schools in Lesotho. Data for the study was collected using a qualitative approach utilising a case study design and was analysed through an interpretative phenomenological analysis (IPA). Thirty teachers participated in the study through focusgroup discussions and semi-structured interviews. Results reveal that teachers understood in theory what inclusive education is but had no idea how to implement it in their classrooms. Teachers explained the following as some of their barriers to accommodating learner diversity in schools: lack of in-service training, inadequate support from Ministry of Education and Training, the nature of learners’ disability for which they were not trained to support and there was lack of resources to enable such support, high learner-teacher ratios, and as well as unclear policy which mandate them to accommodate learner diversity. The study recommends that the MOET establish teachers’ need for training, develop an inclusive education policy which should describe how learners should be supported and what resources would be needed for the support.
Lesotho secondary school principals’ perceptions of their sense of efficacy regarding their managerial competencies
(Faculty of Education, National University of Lesotho, 2018-07) Mphutlane, German G.; Matheolane, R.
Principals are heads of schools and the success or failure of schools depends on their effectiveness. They need to be knowledgeable in different areas of school management, and have strong sense of efficacy in managerial skills in order to manage schools effectively. The purpose of this study was to explore secondary school principals’ sense of efficacy regarding their managerial competencies. In order to achieve this, the study investigated competencies necessary for effective school management, determined principals’ self-efficacy beliefs regarding managerial competencies, investigated factors that influence principals’ efficacy beliefs, and examined the influence of principals’ efficacy beliefs on their managerial performance. This qualitative study employed interviews, observations, and document analysis to collect data from seven secondary school principals in Lesotho. Both content and thematic data analysis methods were used during data analysis. The collected data revealed that managerial competencies necessary for effective secondary school management in Lesotho include human resource management skills, instructional leadership skills, and financial management skills. It was evident that principals hold a strong sense of efficacy with regard to human resource management competencies and instructional leadership competencies. However, they struggle with classroom supervision, and have low self-efficacy beliefs in financial management competencies. Moreover, this study argues that sense of efficacy is one of the key components of effective leadership because it affects principals’ choice of activities to engage in, goal-setting, and coping strategies in the face of obstacles.
An investigation into secondary school teachers counselling skills when supporting students with psycho-social problems
(National University of Lesotho, 2018-08) Lekhao_Morahanye, Tlalane; Dr Rets'elisitsoe, Matheolane
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.
Factors contributing to learners' inability to use a variety of sentence structures in English essay writing
(National University of Lesotho, 2018-08) Majara, Mabatho; Matsoso, Lifelile Mpho
It is common in the language classroom that the ability to produce written productions is among most valuable requirements that learners aim to accomplish from language study. This is because the mode of examination is through written tasks. However, learners are not able to achieve this aim because one of their problems in writing is lack of variety in sentence structures. They seem to use mostly simple structure. Whenever they try to vary, they are limited to compound with the overuse of and. Therefore, the present study aims at investigating the factors contributing to learners’ inability to use a variety of sentence structures in their essay writing. The study adopted an interpretive paradigm that used a mixed methods approach – qualitative and quantitative approaches. Data was generated through marking thirty learners’ essays and conducting one on one open-ended in-depth interviews with three teachers from the three selected schools. Analysis of findings revealed that learners’ failure to vary sentence structures in essay writing because of these factors: lack of extensive reading, poor educational background, lack of practice and feedback, confusion of non-sentence sentences with complete sentences, teachers’ content incompetency, lack of application of grammatical concepts in essay writing, teacher-centered teaching strategies as well as lack of exposure to English language.
Exploring Opportunities and Challenges for Integrating Geographical Information System (GIS) into Geography Teaching and Learning at Secondary Schools in Lesotho
(National University of Lesotho, 2018-08) Mohashole, Neo
GIS is regarded as one of the most powerful teaching resources for geography education, and has been integrated into geography curriculum at schools in many countries. However, GIS is not yet part of geography curriculum in Lesotho. Instead, there is advocacy for GIS integration because several policies and official documents call for integration of ICT in education. The objective of the study was to explore the opportunities and challenges for integrating GIS into the teaching and learning of geography in Lesotho. To achieve this objective, the study posed four research questions, focusing on the teachers’ understanding and benefits of GIS for geography education as well as factors influencing and measures taken to promote integration of GIS at schools. The methodological procedures for the study were premised on the quantitative approach, thereby adopting a descriptive survey to explore teachers’ perspectives regarding GIS integration at schools. Besides, the data were gathered through a questionnaire, transcribed and analysed through descriptive statistics. The findings of the study, therefore, revealed that there are both opportunities and challenges for integrating GIS into the teaching and learning of geography in Lesotho. In particular, schools have proper infrastructure such as electricity, internet connectivity, and computer laboratories geared towards enhancing integration of GIS. Also found is teachers’ willingness to integrate GIS into their lessons, coupled with geography content which can be taught through GIS as well as ICT teaching at schools. The study also revealed that challenges such as teachers’ limited skills to use GIS, limited access to computer laboratories, high student-computer ratio and lack of GIS software are likely to impede the integration of GISnto geography education at schools.
Learners' and teachers' perspectives about causes of poor argumentative English essay writing
(National University of Lesotho, 2018-09) Tlali, Phenyane; Matsoso, Lifelile Mpho
The study aimed at understanding the causes of poor argumentative essay writing at LGCSE. The study was guided by Weiner (1972) Attribution theory of Success and Failure. The study followed a qualitative approach in which a case of three schools was employed. Data was collected from sample drawn from Form D students and their English language teachers using questionnaires and a focus group with teachers. The students also wrote an essay under the supervision of their teachers for reliability of the findings. The essay was written to help the researcher identify possible causes that might contribute to poor argumentative English essay writing. The findings for this study revealed that most students fail to perform argumentative English essay writing well due to failure to argue their points convincingly. Additionally, the study indicated that students fail to use language accurately. On this note, the study proposed that students be exposed to various situations where they can learn or observe how other people state and defend their arguments.
Investigating the factors contributing to the decline of Sesotho cultural day in the three high schools in Maseru district
(2018-10-23) Makhauhelo, Mas'ela;
This thesis investigated the factors that attribute to the decline of Sesotho cultural day in the three high schools in Maseru district. It investigated teachers’ and learners’ perceptions towards cultural day in schools, factors influencing teachers’ and learners’ attitudes towards cultural day in schools and the appropriate strategies for teaching Sesotho culture in schools. The study is based on cultural day which is the celebration of Moshoeshoe’s day commemoration as the founder of Basotho nation whereby schools celebrate in different ways. The results of the study will help teachers and learners to change their perceptions towards cultural day in schools. Parents and government will all change their attitudes towards cultural day in schools. Teachers will also teach Sesotho culture using the appropriate strategies. The design of the study was qualitative approach/quantitative with questionnaires and a schedule of interview questions used to collect data from the three schools in Maseru using purpose sampling of nine teachers and nine from different schools. Questionnaires were distributed to nine teachers and nine learners. They were also interviewed to check the reliability of data collected. Data collected was analysed quantitavely where tables were used to display data and interpreted. The findings of the research revealed that most teachers and learners have attitudes towards cultural day in schools. There are factors influencing their behaviour such as: poor government support, student’s attitudes, lack of support from administration and colleagues, poor parental support and Western influences. The study also suggests appropriate strategies for teaching Sesotho culture as most of the teachers use lecture method. The recommendations were also made to improve cultural day in schools. 14
Investigating the factors that contribute to the students’ poor performance in Sesotho praise poems junior certificate examination in three secondary schools within Maseru central
(2018-10-23) Leuta-Suping, Mamahao
This study investigated the factors that contribute to the students’ poor performance in Junior Certificate Examinations in Sesotho praise poems. In three secondary schools in Maseru Central, when trying to answer the problem, the researcher investigated factors contributing to students’ poor performance in Sesotho praise poems. Teachers’ and students’ attitudes towards Sesotho praise poems and strategies that can be employed to enhance the teaching and learning of Sesotho praise poems were also investigated. Therefore, the results of the study will help teachers and students to improve the teaching and learning of Sesotho praise poems and perform well in Examinations. Collection of data in the three schools in Maseru Central was done through the use of questionnaires and interviews. Six teachers and fifteen students from the three schools were interviewed and given questionnaires to answer concerning the teaching and learning of Sesotho praise poems. This was done to check the reliability of data collected from the teachers. In the reviewed literature, different strategies that can be employed to teach Sesotho praise poems were discussed but most of the teachers did not apply those strategies even though they knew and understood their importance in teaching Sesotho praise poems. Nonetheless, teachers did not apply all the strategies stated in the reviewed literature. The place where the students come from seemed to be one of the factors that contributed to the students’ poor performance in Sesotho praise poems because they lived in towns where they hardly see praise poems being performed.
Causes of improper tense shifts in high school students' composition writing
(National University of Lesotho, 2019-06) Lebona, Thapelo Vincent; Matsoso, Lifelile Mpho
In the LGCSE English Language Syllabus, writing is the only mode of assessment. Creative/composition writing in particular, assesses learners on the ability to use English Language appropriately in sentence construction to create meaningful texts. Nonetheless, research and documented scholarship show that managing verb tenses in composition writing is a daunting task for most L2 learners. Their tense errors are in the form of improper shifts from one tense to another and wrong verb inflection in different tenses. These errors blur meaning and evince learners’ lack of communicative competence. This study, therefore, investigates causes of improper tense shifts in high school learners’ composition writing. The study adopted a qualitative approach and an interpretive paradigm. Data was sourced from the participants through open-ended interviews with LGCSE English Language teachers from three participating schools and through the analysis of the content in Form E learners’ compositions. Major findings were consolidated into language and linguistic competence deficit. The guiding principles of L2 learners’ interlanguage were used to classify learners’ tense-related errors into types. Learners’ tense-related errors of omission, addition, misformation and misordering were interpreted in terms of interlingual and intralingual transfers, ignorance of rule restriction, incomplete application of the rules, false concepts hypothesized and the context of learning as causes of errors.

Browse

Browsing Theses and Dissertations by Issue Date

Results Per Page

Sort Options