Research Articles

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https://hdl.handle.net/20.500.14155/182

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Secondary School Teachers� Pedagogical Content Knowledge of Some Common Student Errors and Misconceptions in Sets
(Southern African Association for Research in Mathematics,Science and Technology Education (SAARMSTE), 2013) Moru, E. K.; Qhobela, M.
The study investigated teachers� pedagogical content knowledge of common students� errors and misconceptions in sets. Five mathematics teachers from one Lesotho secondary school were the sample of the study. Questionnaires and interviews were used for data collection. The results show that teachers were able to identify the following students� errors: (i) writing an empty set as {0} instead of { }; (ii) treating the repeating elements of the union of two sets as distinct and (iii) treating an infinite set as a finite set. Teachers were not able to identify the errors where students (i) treated infinity as a number; (ii) said that the members of countable infinite sets cannot be compared and (iii) that curly brackets are used only when listing the members of a set. The identified errors were associated with some misconceptions. Depending on the nature of the students� tasks teachers� strategies and explanations of dealing with the errors and misconceptions were inclined towards calling on procedural knowledge. Only a few cases of conceptual knowledge were noted. Implications for teaching are proposed.
Secondary school teachers' pedagogical content knowledge of some common students' errors and misconceptions in sets
(African Journal of Research in Mathematics, Science and Technology Education, 2013) Moru, E. K.; Qhobela, M.
The study investigated teachers' pedagogical content knowledge of common students' errors and misconceptions in sets. Five mathematics teachers from one Lesotho secondary school were the sample of the study. Questionnaires and interviews were used for data collection. The results show that teachers were able to identify the following students' errors: (i) writing an empty set as {0} instead of { }; (ii) treating the repeating elements of the union of two sets as distinct and (iii) treating an infinite set as a finite set. Teachers were not able to identify the errors where students (i) treated infinity as a number; (ii) said that the members of countable infinite sets cannot be compared and (iii) that curly brackets are used only when listing the members of a set. The identified errors were associated with some misconceptions. Depending on the nature of the students' tasks teachers' strategies and explanations of dealing with the errors and misconceptions were inclined towards calling on procedural knowledge. Only a few cases of conceptual knowledge were noted. Implications for teaching are proposed.
Re-examining the conceptualisation of mistreatments and abuses in the workplace: A psychological violence story
(Psychology Research, 2013) Mats'ela, M. A.
Examining Secondary School Physics Teachers' Beliefs About Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development
(International Journal of Science and Mathematics Education (2014), 2013) Qhobela, M.; Moru, E. K.
The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How do secondary school physics teachers in Lesotho describe the teaching of science and their actual practice? A mixed-methods approach involving a survey and follow-up interviews of secondary school physics teachers was used to collect information about this research question. The results show that there is a disjuncture between the teachers� pedagogic knowledge and the teachers� contextual knowledge, indicating that their PCK was not well formed and could serve as a central focus for their professional development.
Examining secondary school Physics teachers� belief about teaching and classroom practices in Lesotho as foundation for professional development
(International Journal of Science and Mathematics Education, 2014) Qhobela, M.; Moru, E. K.
The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How do secondary school physics teachers in Lesotho describe the teaching of science and their actual practice? A mixed-methods approach involving a survey and follow-up interviews of secondary school physics teachers was used to collect information about this research question. The results show that there is a disjuncture between the teachers� pedagogic knowledge and the teachers� contextual knowledge, indicating that their PCK was not well formed and could serve as a central focus for their professional development.
Traditional assessment as a subjective tool in schools in Lesotho
(International Educational Research and Review Journal, 2014) Khalanyane, T.; Halahala, A. M.
The aim of the study on which this paper is based was to develop guidelines for the support of newly qualified nurses to ease their transition from student to professional practitioners in Lesotho; and to get their first-hand experience of their transition from student to professional practitioners in a public hospital in Lesotho. An explorative, descriptive, contextual, qualitative research design was chosen. The sample included all newly qualified professional nurses who worked in a public hospital in Lesotho for a period of one year or less. Data was collected by means of semi-structured individual interviews with ten (10) participants and a focus group interview with eight (8) of the original participants. Content analysis of the data in the qualitative tradition was independently done by two coders who identified four (4) themes and ten (10) sub-themes. The first theme was described as reality shock, including the sub-themes emotional reactions and limited resources. The second theme, competence, includes the sub-themes of knowledge, skills and attitude. A third theme describes the participants experience of the support from management, colleagues, the Ministry of Health and Social welfare, nursing educational institutions and the community. The fourth theme describes the participants? vision for the future. Each of the themes was discussed together with relevant data obtained from literature and reduced to a conclusive statement which served as basis for the formulation of guidelines to ease the transition from student to professional practitioner in Lesotho. The paper concluded with the researcher?s evaluation of the study and recommendations for nursing education, nursing management and further research.
Teachers� experiences and impact of workplace.
(David Publishing, 2014) Kirsten, A. M.; Mats'ela, M. A.
This article focuses on teachers� experiences and sources of workplace bullying as well as its impact on the health of teachers in Lesotho. Data from the interviews indicated that workplace bullying against teachers is highly prevalent. It further emerged that the workplace bullying they experienced had a serious impact on their health in all contexts of their existence namely biological, psychological, spiritual, ecological and metaphysical contexts that can be regarded as worktrauma. The sources of workplace bullying experienced by teachers are the management of schools to a large extent, followed by colleagues of equal status and parents, community and the students to a lesser extent. In the light of the findings the study recommends that, teacher support programmes should be put in place in order to address issues of workplace bullying and its impact on teachers� health.
Perceived pedagogical challanges plaguing business education teachers in Lesotho post-primary schools
(US-China Review, 2014) Mats'ela, M. A.; Thetsane, R. M.
Quality control of judges� rating behaviors is directly related to the validity of examinees� scores in a performance assessment. The purpose of the present study was twofold: (a) to compare two different estimation techniques under Rasch and nonlinear mixed modeling perspectives; and (b) to compare judge severity estimates under two different scoring designs. SAS NLMIXED and FACETS software packages were used to evaluate the accuracy of the two estimation techniques. The judge scoring design of a live English proficiency test was one of the designs under investigation in this study. Results indicated that the two analytical methods performed comparably in estimating the true values of judge severity. On the other hand, the spiral design of the two judge scoring strategies performed with an acceptable degree of accuracy whereas the true values of the model effects including judge severity were substantially compromised in the nested design. The present study illustrated an example of effective ways to strategize a judge scoring design and to estimate the true values of judge severity in performance testing.
Threats to inclusive education in Lesotho: An overview of policy and implementation challenges
(Africa Education Review, 2014) Mosia, P. A.
This study looks at how the education of Learners with Special Education Needs (LSEN) has developed in Lesotho as a result of international policies on human rights and education. In particular, it explores various challenges to inclusive education such as proper understanding of inclusive education, the development of a policy on special and inclusive education, and the availability of resources to support inclusive education. The study used a qualitative approach to collect and analyse data. Thirty-nine participants were interviewed for the study. It was found that, though efforts are made to support LSEN in both special and mainstream schools, the support may not result in successful academic and social development for LSEN. There is also a lack of understanding by teachers and educationalists about what constitutes inclusive education. The Ministry of Education and Training (MOET) is slow in developing a policy on special needs and there are inadequate resources for inclusive education to succeed.
Inservice Teacher Training in Lesotho: Prospects and Challenges
(HM Studies and Publishing, 2014) Matheolane, R.; Seotsanyana, M.
The prevalence of bullying at high schools in: Perspectives of Teachers and Students
(Africa Education Review 4th Issue, 2015) Mosia, P. A.
This article seeks to explore the concept of bullying through the eyes of teachers and students. Although teachers are very important in monitoring and controlling students� behaviour, they can also unwittingly reinforce aggression by the manner in which they react to students who are either perpetrators or victims of aggression. Similarly, students may �enable� bullying by not reporting every incident they experience or by failing to be assertive. The study used the qualitative approach to collect and analyse data. Questionnaires were used for teachers and students to find out how participants individually and collectively view and deal with bullying in their respective schools. Quantitative data from questionnaires was first analysed using the SPSS descriptive (i.e. simple frequency counts expressed in percentages) methods before being interpreted qualitatively, while responses to an open-ended question from teachers were analysed qualitatively. The findings of the study indicate that verbal bullying is the most common type of bullying. Teachers are mostly reactive and not proactive in dealing with students� ill-behaviour. Bullying happens mostly in classrooms where teachers are supposed to be in total control. Some incidences of bullying are not readily reported by students. Most schools have regulations that control students� unbecoming behaviour in general and teachers punish incidents of bullying as they see it fit.
Developing professionalism through reflective practice among pre-service teachers at the National University of Lesotho
(Routledge, 2018-09) Tlali, Tebello
This article is based on a study which aimed to explore the use of reflective practices to develop professionalism among pre-service teachers at the National University of lesotho. the study sought to contribute to the local and international debate on best practice in encouraging and scaffolding constructivism through reflective practice among teachers. Forty final year pre- service teachers participated in the study and were interviewed individually and in groups. they shared their conceptions and views about how they plan to engender professional growth in their own teaching. by engaging in this exercise, this group of future teachers was empowered to develop into reflective professionals. The findings were discussed against the Centric Reflection Model which posits the different stages and dimensions of the reflective exercise. The author argues that reinforcing reflective dispositions could promote professional growth, and decrease misconduct and lack of professionalism associated with some teachers in lesotho.
Adopting a relational leadership as a strategy for empowering teacher counsellors
(2019) Lephoto, Malephoto Niko Ruth
This paper explores how schools in the 21st century can position themselves such that they facilitate the achievement of sustainable development goals (SDGs). It is actually the mandate of global education systems and schools to address and ensure achievement of SDGs, particularly SDG4; that aims at quality education that ensures inclusivity and equity for promotion of lifelong learning. This paper fits in this context as it aims at addressing guidance and counselling provision and teacher counsellors’ empowerment in Lesotho schools, viewing guidance and counselling from a point of view that it is an educational service that supports and facilitates achievement of educational goals. While global education systems are committed towards achievement of sustainable development goals it is essential that schools consider ways in which they can strengthen learners support structures more than ever before. This paper argues for teacher counsellors’ empowerment as a means of strengthening of guidance and counselling provision. The paper recognises the critical role of teachers beyond content delivery-towards promoting learners’ well-being and empowerment. The paper views teacher counsellors’ empowerment to be very critical to promoting learners’ well-being and empowerment in the midst of complex societal challenges that seem to threaten their academic journeys, well-being and life in general. A thematic analysis of data generated through a qualitative semi structured interviews, focus group discussion and dialogue with teachers participating in in-service BEd Honours programme (Educational Psychology) at National University of Lesotho (NUL) revealed that some of the challenges such as working in isolation, feelings of inadequacy and lack of empowerment contribute to teacher counsellors’ failure to provide effective guidance and counselling services to learners. The discussions also pointed to the need for empowering leadership in schools. Informed by Ubuntu/Botho theory and Asset-based theory this paper proposes purposeful adoption of relational leadership in Lesotho’ schools as a strategy for teacher counsellors’ empowerment towards promotion of learners’ well-being and empowerment.
Creating an environment that nurtures deep learning
(ResearchGate, 2019-05) Tlali, Tebello
The paper sought to explore the lecturers’ experiences concerning their teaching strategies and students’ learning approaches at the National University of Lesotho (NUL). Thus, the paper analysed these practices mainly from the lecturers’ perspectives. The growing media negative views about the quality of the teaching and learning practices at NUL necessitated research on the matter. Departing from an interpretive paradigm, the study adopted a qualitative design. Date were gathered through semi-structured interviews with lecturers across the seven faculties of NUL. The population consisted of 300 lecturers. However, participants were purposively selected, and 14 (two from each of the seven faculties) participated in this study. The assessment papers provided by the interviewed lecturers were analysed. The findings indicate that lecturers are frustrated by the lack of a clear teaching and assessment policy. This situation is exacerbated by inadequate training in teaching and assessment. In addition, the findings suggest that there is a high prevalence of memorisation, reproduction of class notes and plagiarism among the students. The paper proposes that the institution addresses these shortcomings through clear teaching, learning and assessment policies as well as the establishment of comprehensive staff development and student support programmes.
The challenges faced by heads of departments in selected Lesotho high schools
(Routledge, 2020-01) Tlali, Tebello; Matete, Ntjoetso
The role of the Heads of Departments (HoDs) in the school structure is to provide middle leadership. They assist the principals on the day to day leadership of the schools. They are responsible for ensuring the achievement of their departmental and school vision and mission. This study sought to explore the nature of the challenges faced by the HoDs in the Lesotho context. The study was framed within the interpretive paradigm and adopted a qualitative approach. The participants consisted of sixteen HoDs and eight school principals. These participants were purposively selected and then interviewed through the focus groups and semi-structured interviews. The findings revealed that the HoDs face several challenges that hinder their performance. For example, they lack the requisite skills to perform their duties. They also encounter considerable resistance from their peers. In the light of the findings, we argue that it is crucial for the HoDs to be afforded the empowerment and support that they need so that they can do their job efficiently. This support may benefit their schools as well as the entire education sector.
Enabling teachers as front liners in maintaining learners' emotional well-being during Covid-19 context
(Scholink, 2021-01-27) Lephoto, Malephoto Niko Ruth
This article is an attempt to theoretically present Ubuntu/Botho philosophy as a complementary approach to guide efforts intended to restore and maintain positive emotional well-being among African Basotho school going children and youth during COVID-19 and beyond. Research shows that COVID-19 pandemic has impacted badly on school systems, particularly teaching and learning process and school life in general. The central assumption driving this paper is that factors emanating from Covid-19 pandemic do not only contribute to the damage of learning process for many learners, but they also contribute to a mental and emotional health crisis, as a result of lost access to services that are naturally offered by schools. Informed by Ubuntu/Botho philosophy, the paper argues that schools have moral obligation to protect learners’ emotional health as a crucial variable for both their complete psychosocial well-being and academic achievement. It looks at maintenance of emotional well-being from the lens of Ubuntu/Botho world view. Ubuntu/Botho adoption as a theoretical framework is an effort to contribute knowledge and suggest practice that have their foundation on the experiences of people, informed by their own sociological and cultural constructs. Ubuntu/Botho as a guiding principle places values such as compassion, empathy, sharing, respect, solidarity at the centre of human co-existence, thus, has the potential to create school relationships and support systems that can restore and maintain positive emotions.
Rural students' transition in and through a semi-urban experiences from the national University of Lesotho
(SOTL, 2021-09) Lefoka, Pulane; Tlali, Tebello
This paper reports on the findings of a study carried out at the National University of Lesotho (NUL). The paper explored the influence of ‘rurality’ on students who originate from the rural areas of Lesotho and analysed their transition at the NUL. The spatial geographic theory and narrative inquiry were adopted, and qualitative focus groups were utilised to collect data. The students were given an opportunity to conceptualise ‘rurality’ and narrate their stories about growing up and earlier schooling, as well as their learning experiences at the NUL. The findings revealed that rural students’ educational trajectories are indeed filled with numerous challenges, mainly due to deprivation and limited exposure to technology in their earlier lives. The main recommendation made by the paper is that the concerned stakeholders ought to be mindful of the needs of all prospective higher education students, including those from rural backgrounds, and intervene accordingly
Gender, age and faculty differences in learning practices among undergraduates at the National University of Lesotho
(SRP, 2021-10-21) Tlali, Violet Tebello; Baliyan, Som Pal
This quantitative study analysed gender, age and faculty differences in the learn- ing practices and other pertinent factors as perceived by the undergraduate students at the National University of Lesotho (NUL). The quota sampling method was used to select 312 students (n = 312) from the seven faculties. Adopting the constructivism theory of learning, a validated and reliable ques- tionnaire was constructed for data collection through a survey. The ques- tionnaire had thirty seven items on the four categories of learning practices: classroom practices, studying practices, assessment practices and academic in- tegrity practices. Fifteen items focused on the pertinent personal factors and the institutional factors. All the items were measured on a five point Likert’s Scale. Data was analysed through statistical tools of Independent t-test and Analysis of Variance. Students perceived all the four learning practices above the mean level. Classroom practices and studying practices were perceived to be the highest and lowest learning practices, respectively. Academic integrity practice had a gender difference in students’ perception while age difference was determined in studying practices. Neither age nor gender difference was determined in students’ perception towards either the personal or the institu- tional factors pertinent to learning. Students perceived three learning practices differently: assessment practices, studying practices and academic integrity prac- tices. Studying practices and assessment practices were perceived the lowest by students in Science and Technology Faculty while academic integrity prac- tices were at the lowest in the health sciences faculty. The study recommends that these faculties improve on these learning practices in order to improve learning among the undergraduates at the university.
Structural robustness of life satisfaction scale of pre-service teachers in Nigeria
(General Sir John Kotelawala Defence University, Sri Lanka, 2021-11) Akinboboye, Joseph Taiwo; Ayanwale, Musa Adenkule; Akande, Joseph Adenkule
This paper investigated the structural robustness of the Life Satisfaction Scale (LSS) among Nigerian Pre-service Teachers. The study anchors on scale development research type of non-experimental design. Participants were selected randomly, totaling 509. The adopted instrument titled satisfaction with life scale with content validity index of 0.84 and ordinal alpha reliability of (α=0.75) aided in gathering data for the study. Obtained data were analysed using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), and concurrent validity (that is equating with Rosenberg Self Esteem scale), respectively. The results showed that a single trait was evident in the scale, with Eigenvalues of 2.41, 0.97, 0.64, 0.53, and 0.44. Also, the CFA indicated a good fit to the data with compliance indices. A significant positive correlation of the LSS with the Rosenberg self-esteem scale (r=0.83, P<0.05) indicated acceptable concurrent validity. Similarly, LSS maintains its strict invariance regarding gender. The authors concluded that there was psychometric confirmation for a unitary structure of LSS in Nigeria, and since the two scales produced high correlations, the validity of LSS is referred to as concurrent. Therefore, it was recommended that LSS be used to complement scales that emphasise emotional well-being since it accesses an individual’s conscious evaluative judgment of his or her life using personal criteria.
School-based psychosocial support
(Scholink, 2021-11-22) Lephoto, Malephoto Niko Ruth; Hlalele, Dipane
The necessity for school-based psychosocial support (SBPSS) provision has become a fundamental issue in global education systems. However, for many schools in Lesotho, and in other Sub-Saharan countries, there seem to be no clarity on the position of guidance and counselling (GC) in school psychosocial support (PSS) undertakings. This paper considers G/C as an essential component of psychosocial support provision in schools, and argues that G/C should be well positioned so that it becomes the core component of PSS activities. The paper intents to address issues raised by international research that against the backdrop of ever increasing complex societal challenges that impact negatively on school going population and school life in general, there is need strengthen G/C as part of PSS activities. The interplay of the various challenges often makes the adverse experiences more complex, subsequently causing adjustment disorders among students. Underpinned by asset-based approach and relational leadership theory, this study employed qualitative semi-structured questionnaires, online free attitude interviews and focus group discussions to explore teachers’ perspectives on possibilities for positioning GC as the core component of SBPSS. This study uncovered various factors contributing to undecided position of GC. The study concluded that schools need to tap into asset-based approach to strategically position GC in SBPSS undertakings.

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