Theses and Dissertations

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Analysis of the challenges hindering implementation of the National Policy for integrated early chilhood care and development in the pre-schools in Mokhotlong
(National University of Lesotho, 2023-07) Tiela, Malikoro Aletta
Education is a fundamental human right that is encapsulated in the Constitution of Lesotho. This right can be fully enjoyed if children are given the opportunity to attend school at an age. The challenges that hinder children to enjoy this right at their early years of schooling serve as a barrier that impedes them to realise their full potentials in life. Early childhood education enables children to have a positive attitude towards schooling. The main purpose of this study was to uncover the challenges that hinder the implementation of the National Policy for Integrated Early Childhood Care and Development in pre-schools in the rural areas of the Mokhotlong district in Lesotho. This study adopted a qualitative research approach. Questionnaires and interviews were used to collect data. The findings of this study revealed that some of the challenges that hinder the implementation of this policy in the rural areas of the country include shortage of trained teachers, poor infrastructure, lack of parental involvement and lack of supervision. Therefore, it is recommended that the government should ensure that there is adequate funding prior to the implementation of educational policies. Provision of adequate infrastructure should also be taken into consideration to enable smooth implementation of this policy
Assessing the authenticity of the SACMEQ reports on literacy and numeracy in Lesotho's basic education
(National University of Lesotho, 2024-11) Khoase, Maipato Charlotte
Countries in southern and eastern Africa introduced a large body assessment called the SACMEQ consortium in 1995. It assesses the literacy, numeracy and HIV/AIDS Knowledge of learners and teachers in Grade 6 in member countries. Since the first assessment, which was hosted by Lesotho in the year 2000, literature has reported on the outcomes of the assessments. The theoretical underpinning of this research draws from the Generalisability Theory while the interpretivism paradigm guided this study. Though studies reporting on SACMEQ were quantitative The authenticity of the SACMEQ reports on literacy and numeracy in Lesotho Basic Education was assessed in the current study using a qualitative approach to find in-depth information on how these reports addressed the needs of Basotho and the factors that influence the authenticity of those reports. The study used historical design methodology and data generated from an in-depth semi- structured interview of purposively selected participants from the Ministry of Education and Training and the educational private sectors. Besides, data was also from the Lesotho SACMEQ II, III, and IV reports, through a document analysis strategy. The data was analysed using inductive content analysis. Results showed Lesotho struggled to reach educational standards, consistently performing below the margin (500) in SACMEQ studies, indicating a gap for holistic addressing Basotho needs. Lesotho's participation in the SACMEQ programmes has been questioned due to challenges in authenticity, despite slight improvement in SACMEQ IV reports. The study recommends that authenticity should not compromise data quality assurance factors, as Lesotho failed to meet expectations, despite ensuring authenticity fully during reporting.
Assessing the implementation of creativity and entrepreneurial curriculum in post-primary schools in Lesotho
(National University of Lesotho, 2023-06) Lengoeha, Motselisi
The study sought to answer the question: How effective is the implementation of Creativity and Entrepreneurial (CE) curriculum in Lesotho post-primary schools? In addressing this question, the study adopted an interpretivist paradigm through a qualitative approach. A critical policy analysis was then conducted jointly with the literature review to determine how CE curriculum is aligned with the vision for Lesotho education. The study also employed a case study research design whereby eight purposively selected participants from four post-primary schools were engaged in semi-structured interviews through the use of open-ended questions. The findings of the study revealed that CE curriculum in post-primary schools is not successfully implemented. This is due to a number of challenges inclusive of insufficient resources and lack of training which results in teachers’ unpreparedness to implement this curriculum. The study further revealed that the Constitution of Lesotho 1993, Education Act 2010 as well as the Education Sector Strategic Plan 2016-2026 are uncommunicative on issues pertaining to CE curriculum. In order to ensure efficient implementation of CE curriculum, it is recommended that the Ministry of Education and Training (MoET) strengthens its endeavour in sensitising teachers on the said curriculum and also providing schools with the necessary human and material resources
Assessment of geography students' map reading and interpretation skills, and the contributing factors
(National University of Lesotho, 2023-08) Besele, Mphekeleli Johannes
The primary objective of this study was to evaluate the map-work skills of Geography students with the intention of identifying their strengths and weaknesses. By understanding each student's capabilities and limitations, teachers can offer more effective assistance. Furthermore, the study aimed to investigate the factors influencing students' map reading and interpretation abilities. To accomplish this, Fischer's Skill Theory was employed as a theoretical framework. The research adopted a mixed methods approach involving Grade 11 Geography students and their teachers. Three secondary schools were selected using convenience sampling, while the students and teachers were chosen through purposive sampling. The study employed two methods for data collection: a map-work test to measure student achievement and semi-structured interviews. Descriptive statistics were applied to analyse the data obtained from the map-work test, while thematic analysis was used for the qualitative data derived from the interviews. The study's findings unveiled that students from the selected schools demonstrated knowledge in utilising map keys, grid referencing, interpreting contour lines for gradient assessment, and understanding contour intervals. Predominant errors were observed in calculating bearings, slope gradients, and interpreting map keys. The research further identified that students' skills were hindered by factors such as inadequate availability of maps and question papers, insufficient teacher scaffolding support, and limited practice opportunities. Teacher interviews highlighted the challenges faced in enhancing students' map-work skills, including students' lack of motivation, scarcity of maps and question papers, and the demanding Geography syllabus to be covered within a restricted timeframe. Consequently, the study recommends that the Ministry of Education in Lesotho provide schools with diverse topographic maps. Collaboration between school principals and the ministry is advised to facilitate teacher participation in workshops focused on strategies for effectively covering the extensive syllabus in a limited timeframe
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
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.
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.
Challenges and opportunities/propositions in poetry teaching and learning in literature in English at two Leribe schools
(National University of Lesotho, 2021-07) Moea, Kananelo Sylvester
Poetry is a genre of composition in verse form which expresses deep feelings, noble thoughts in a rhythmic, beautiful and embellished language written with the aim of communicating an experience. These attributes of poetry can be seen as having a role in learners’ development inside and outside the classroom. The learners can share their ideas and stories through learning poetry hence its value in learning and it is fundamental that teachers of poetry to high school learners are cognisant of the balance between competing tensions, including analysis in competition with appreciation, their prominence as both neophyte (apprentice) and expert readers of poetry, including the contradictory ideas of mastery of poetry that are, in history, at odds. This study examines the challenges and opportunities/propositions of poetry pedagogy and learning in two high schools in Leribe district. Focus group discussion and semi-structured interviews were used to collect data from both teachers and learners about poetry challenges and opportunities in the English as a Second Language (ESL) classroom. The findings show that learners and teachers are aware that poetry has roles to play culturally, linguistically and historically, not foregoing a number of challenges attached to teaching and learning inclusive of dearth of knowledge for techniques to use in teaching. The study further reveals that some teachers avoid teaching poetry due to fear of the genre and inherently negative attitudes towards it. The conclusion drawn is that teachers should have portraits of good teaching in action and learners be part of poetry; as writers and readers, enjoying all the aspects of the genre
Challenges in the teaching and learning of reading comprehension in English Languages
(National University of Lesotho, 2020-08) Likhoeli, Matemo B; Matsoso, Lifelile
The reading skill is considered as one of the four fundamental language skills that every learner must possess. However, it seems to be not an easy task especially for English as a Second Language (ESL) learners. The aim of this study was to investigate the nature of challenges faced by ESL teachers and learners in the teaching and learning of reading comprehension in English Language. The inquiry further explored the contributing factors to those challenges. The focus of the investigation was on Grade10 English Language teachers and learners in two selected secondary school in the Quthing district. The study was underpinned by Vygotsky (1978) Socio-cultural theory. A case study qualitative design was employed where teachers’ interviews and students’ tests were used to generate data for the study. Data analysis procedure followed five phases of thematic coding as advocated by Robson (2011). The main findings revealed that teachers are incompetent to teach reading comprehension while learners have poor comprehension and limited vocabulary to comprehend written texts. From this discovery, the study proposes that teachers should go for in-service programs and learners should be exposed to print-rich environment.
Challenges of using sign language interpreting to facilitate teaching and learning for learners with hearing impairment
(National University of Lesotho, 2021-07) Majoro, Nthabiseng Eugenia; Mosia, Paseka Andrew
This study investigated challenges of sign language interpreting in facilitating teaching and learning for learners with hearing impairment. The study was also meant to find out how sign language services are organised in the school. Five sign language interpreters and five subject teachers participated in the study through semi-structured interviews. Data for the study was collected and analysed qualitatively through content analysis and the findings organised in categories of responses namely themes and sub themes. The findings are therefore presented using identified themes and extracts from participants to allow readers to make own interpretations. The study revealed that both sign language interpreters and subject teachers face challenges in facilitating learning for learners with hearing impairment. The major challenges which sign language interpreters and learners with hearing impairment face are low competence in sign language such as limited vocabulary to express key concepts in certain subjects and lack of learning material. Additionally, there are few sign language interpreters and one sign language interpreter has to interpret continuously from 8 am to 4 pm and this is tiring. Sign language interpreters interpret all subjects taught during the course of the day, as such, the idea of their competence in each discipline comes into play. This is because interpreters are at the core of teaching and learning for the learners as some subject teachers do not know how to communicate in sign language. Whenever a sign language interpreter is absent from school, teaching for learners with hearing impairment is compromised. Notwithstanding, the school makes efforts to ensure that subject teachers have workshops to equip them with sign language skills. The study recommends that The Ministry of Education and Training should follow up on the implementation of the Inclusive Education Policy, develop sign language as a subject in schools, offer trainings for sign language interpreters and also have a say into hiring the sign language interpreters.
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.
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.
Developing a pedagogical framework for blended distance learning at the National University of Lesotho
(Nottingham Trent University, 2019-12) Mokenela, Paballo Josephine; Boulton, Helen, Gren, Rachel Ireson, Blazewicz-Bell
Amid the global enthusiasm for adoption and implementation of blended learning, innovations in higher learning institutions in sub-Saharan Africa and other developing countries are reported as less successful and unsustainable. The identified challenges include, among others, the limited Information and Communication Technology (ICT) infrastructure, inadequate policies, adoption of blended learning models not suited to educational contexts, and innovations that are not aligned to the institutional goals. This action research (AR) adapted Graham, Woodfield and Harrison’s (2013) framework for institutional adoption and implementation of blended learning to design and develop a contextually-relevant adoption strategy for Open and Distance Learning programmes of the National University of Lesotho (NUL). Using the qualitative and quantitative research instruments in this parallel convergent mixed methods research design, participants were selected from the key ICT and education stakeholders in Lesotho to explore the existing national and institutional ICT strategy, structure, support and technology experiences of the tutors and learners. The samples respondents were selected at the national level (5), at the secondary schools (3), the members of the NUL Management Team (3), the NUL senior administrators (3), the NUL IT specialists (2), 30 tutors and 209 learners across the three AR research cycles of this study. Given the identified challenges of inadequate ICT strategy, structure, support as well as technology experiences of the tutors and learners, this study concluded that a contextually-relevant blended distance learning model for NUL should comprise face-to-face, print-based and online instruction. The key contributions to the new knowledge derived from this research include an adapted blended learning adoption framework (Graham, Woodfield, and Harrison, 2013) which adds the tutors and learners to the markers of progress in the transition from the traditional pedagogy to a technology-based pedagogy and a methodological approach which incorporates Piggot-Irvine’s (2002) spin-off cycles into Elliott’s (1991) action research model for a deeper understanding of the researched educational context. The study recommends the ICT and education policy development or review at the national and the institutional levels in Lesotho and other developing countries as well as a further exploration of the frameworks proposed in this study.
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.
Educational Challenges Associated with Orphanhood and Vulnerability at Secondary Schools in Lesotho
(National University of Lesotho, Faculty of Education, 2019-07) Moteuli, Maneo Patricia; Dr Mosia, Paseka A.
The study explored the educational challenges associated with orphanhood and child vulnerability at secondary schools in Lesotho. Using a qualitative approach and case study design two schools were purposively selected in Berea district. Data was collected through interviews, focus group discussions and document analysis with principals and teachers from the two schools. The study examined the psychosocial challenges faced by OVC in schools through teachers’ views on mechanisms put in place by schools to support OVC, their views on their training and perceptions on how OVC must be supported to progress. The findings reveal that OVC are faced with various challenges in their learning. Though there are no specific policies on how learners must be supported, schools have some methods of supporting OVC which may not be sufficient because teachers have not been trained to support OVC.Orphaned and vulnerable children form the core of special educational needs alongside disability in Lesotho and as participants indicated, they need to be supported emotionally, spiritually and psychosocially so as to boost their morale and enhance their learning.
The effectiveness of the OVC bursary scheme in enhancing orphans and vulverable children's access to secondary schools in Lesotho
(National University of Lesotho, 2023-07) Ntsekele-Matsela, Mampho
The study focuses on assessing the effectiveness of the OVC Bursary Scheme Policy 2000 in enhancing access and retention of orphans and vulnerable learners in secondary schools. The success and development of any child depends significantly on quality education and a nurturing environment involving various stakeholders such as the government, NGOs, community members, parents, guardians and the children themselves. The study used a social-constructive research paradigm and was inspired by the Ubuntu philosophy. It followed a qualitative approach and used a case design. To gather the necessary data, the study employed semi-structured interviews and document analysis and selected participants through purposive sampling. The target participants included school principals, teachers, orphans and vulnerable learners both supported and not supported by the OVC Bursary Scheme Policy 2000 and guardians or parents of these learners. During the data analysis process, I transcribed the audio recordings of the interviews verbatim. These transcriptions were then translated from Sesotho (the language used during interviews) to English. The inductive approach was used to code the interview responses, meaning that themes emerged from the data itself rather than being predetermined. The findings highlighted several challenges faced by orphans and vulnerable learners, which had a negative impact on their school participation and ultimately led to school dropout. One of the main challenges identified is the unmet basic needs of the learners, particularly the lack of food. The availability of breakfast, lunch and supper was found to be crucial for these learners to actively participate at school. Additionally, the study revealed that the absence of hygiene items such as soap, toothpaste and toiletries affected learners' self-esteem. Based on the findings, the study suggests a series of recommendations. Among other recommendations, the government should review and strengthen support through the OVC Bursary Scheme Policy 2000, establish additional financial support programmes, and develop monitoring mechanisms for OVC recipients. The government is also advised to conduct a comprehensive review of the policy, make it more holistic, establish parental support programmes, implement home visitation programs, and provide appropriate support to schools. The study concludes by suggesting that future research should focus on assessing the factors that v impede the effective implementation of the OVC Bursary Scheme Policy 2000 and promote access and retention of OVC in secondary schools
Employing word mapping to enhance English vocabulary development of Grade 10 learners at a Secondary school in Roma
(National University of Lesotho, 2024-08) Maboee, 'Malesia Agnes
In today’s fast-paced era, having a strong command of the English language vocabulary is crucial. For English as a second language (ESL) learners, developing English proficiency relies heavily on their understanding of the language’s vast vocabulary. Against this backdrop, this study investigated the effectiveness of word mapping to enhance learners’ English vocabulary development at a secondary school in Roma, Maseru. The theoretical underpinnings of this participatory action research draws from Schmitt’s Theory of Vocabulary Learning Strategies, Vygotsky’s Social Constructivism Theory, and Sweller’s Cognitive Load Theory. Through the pragmatism paradigm lens, the research adopted a sequential explanatory mixed methods approach, involving Grade 10 English language learners. Sampling techniques included convenience and purposive samplings. Data collection involved tests, questionnaire, focus group discussions and reflective journal. Descriptive statistics were applied to analyse quantitative data, while thematic analysis was utilised for qualitative data. Analysis softwares used were SPSS and ATLAS.ti programs. The findings unveiled that several factors hindered learners’ vocabulary development prior word mapping intervention, including low self-confidence, limited exposure to the English language, inadequate resources and ineffective teaching methods. The study further revealed that word mapping significantly enhanced the English vocabulary development of Grade 10 learners. As a result, students demonstrated improved speaking and writing skills. The study recommends that the National Curriculum Development Centre should consider revising the Integrated Curriculum to incorporate explicit English vocabulary instruction. Furthermore, providing teachers with specialised training and awareness on the importance of vocabulary in ESL is highly recommended. Collaboration between all the stakeholders, including teachers, learners, parents and community is advised, to facilitate effective English vocabulary development and overall mastery of ESL in Lesotho secondary schools.
Essay-Type Questions in Literature in English: What are the Challenges for Junior High School Students?
(National University of Lesotho, 2020-11) Nchabeng, Simon Nchabeng; Matsoso, Lifelile
The JC ECOL report for 2016 and 2017 reveal students’ underperformance in the Literature in English. The majority of JC students obtained low grades in Literature in English essay-type questions compared to the short questions. This study, therefore, investigated challenges faced by Literature in English junior high school students on essay-type questions. Three research questions inquired into challenges students in Lesotho encounter on LE essay-type questions, possible causes of those challenges and what pedagogical implications of those challenges are for teachers of LE at junior high school. The study adopted the quali-quantitative interpretive case study design. Three data generating tools were students’ tests, teachers’ open-ended questionnaires and teachers’ focus group discussions. Three schools, thirty students and seven teachers were purposively selected for this investigation. The Educational Productivity theory by Walberg (1981) was used for data analysis. The dominant theme emerging from findings falls under pedagogical factors; it has 4 variables (inadequate resources, motivation, writing practice and academic style). It occupies 54 % against students’ attributes of 27 % and 19 % of psychological factors. Diction and linguistic competence were grouped under the students’ attributes while poor foundation, class size and subject matter were grouped under psychological factors. Additionally, motivation, writing practice, poor foundation, limited time and language out of school surfaced as the main findings under research question two. Educational implications for the teaching of Literature in English were also established. The use of technology is recommended to enhance students’ knowledge and schools should provide adequate instructional material.
Examining Alignment between the Intended and Enacted Curricula with Respect to LGCSE Chemistry: A Case Study of Three Schools in Leribe
(National University of Lesotho, 2024-08) Letsie, Konosoang L
A Curriculum and Assessment Policy framework (CAP) was developed and published in Lesotho in 2009, with the goal to guide the transformation of teaching and learning, as well as assessment (MoET, 2009). This policy framework was also adopted to guide the process of localization through the provision of principles which would guide the implementation of the Lesotho General Certificate of Secondary Education (LGCSE). However, literature has showed that such policies hardly get translated into the classrooms. The study examined the alignment between the intended curriculum as prescribed by CAP and the enacted curriculum, with respect to LGCSE Chemistry. This qualitative study was delimited to Grade 9 Chemistry discipline in three schools in Leribe. Data were collected from three teachers using three research instruments: lesson plan, classroom observations and interview schedules. A total of six lessons were observed and audio-recorded and teachers also interviewed. Data were analysed using both deductive thematic analysis and deductive content analysis. While Stake’s (1967) Countenance model only served as a guide in collection and analysis of data in this study, Bernsteim’s (2000) concepts of classification and framing were employed in detailed analysis of data. The study examines this alignment in five dimensions as per CAP’s prescriptions.The findings revealed an alignment, to some degree, between CAP and the syllabus, and a misalignment between CAP and teachers’ lesson plans as well as corresponding classroom instructions. The mismatch appeared to be caused by the classroom instructional approaches that are both teacher and examination driven, lack of resources and insufficient training concerning what is expected of teachers. The findings therefore suggest a need to ensure alignment between examinations and the intended curriculum, offer teachers continuous professional development workshops, and to better equip schools with the requisite resources. The study consequently advances the field of curriculum studies, through provision of useful perceptive information on how Chemistry is taught in connection with the intended curriculum.
Exploring and understanding learning strategies used by learners to learn Business Studies
(National University of Lesotho, 2023-08-31) Mphuthi, Mphutlane Gilbert
Business Studies is one of the subjects in the Lesotho secondary curriculum, and its aims and Lesotho’s educational aims seem to align. Such goals include educating for socio-economic development with opportunities for entrepreneurship to produce self and wage employment jobs as well as opportunities for further education at international levels. However, reports show unsatisfactory academic performance in Business Studies to the extent that schools are phasing it out from the list of subjects they offer, allegedly as a result of that poor performance. One report showed that learners fail Business Studies due to lack of content and inability to respond to high- order questions requiring application, analysis and evaluation in examinations. The poor performance in Business Studies brings into question the issue of learning strategies learners use to learn this subject. This study employed a mixed methods approach to explore the learning strategies used by learners to learn Business Studies. Twenty-eight Business Studies Grade 11 learners were purposively sampled to participate in the study at one secondary school in Botha- Bothe district, Lesotho. Questionnaire, interviews and focus groups were used as data collection tools for this study and content analysis was employed to analyse and interpret the data. The findings show that there are many learning strategies used by learners to learn Business Studies in different contexts. Some of these strategies could be helpful and assist learners in acquiring sufficient content of Business Studies needed for examinations while others could help learners in the development of high-order skills

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