Browse
Recent Submissions
Item Incorporating PICRAT Model to develop geospatial technological skills in Geography learners(National University of Lesotho, 2024-09) Rantso, Mafane BIn the wake of technology affecting all facets of our lives, development of learners’ technological skills has become more crucial in different countries’ education systems. This study employed passive, interactive, creative, replacement, amplifying and transformative model (PICRAT) to geospatial technological skills of geography students. Purposively, pre and post-tests, interviews, observations were used to generate data from 28 Grade 10 Geography students in one school in Maseru. The data was thematically analysed, and the findings reveal that PICRAT has a positive influence on the development of geospatial skills of learners. The reason being that PICRAT allow learners to passively and actively interact with the technology. The study has discovered that PICRAT enhances students’ motivation, participation and productivity. It is recommended that the Ministry of Education and Training, through the National Curriculum Development Centre (NCDC), should consider including technology models such as PICRAT in the Lesotho Education Policy as one the approaches that can be used to promote the development of technological skills. In addition, teachers should consider using PICRAT to guide their technology integration practices in classrooms. This may be possible by varying classroom activities when integrating technology in their teaching. Again, as a way of introducing learners to GIS, it is recommended that Geography teachers use google earth and google map in their teaching.Item Investigating Teachers’ Perceptions Concerning the use of Authentic Assessment in Lesotho Schools(National University of Lesotho, 2024-09) Tsoana, Mahlape Asnathexiv Abstract The study investigated teachers’ perceptions of using authentic assessment in Lesotho primary classrooms. To achieve this, a phenomenological qualitative research design was used. The data for this research was generated through focus group discussion and semi- structured interview from the reflexive selection of nine teachers out of a population of 13 within the area of the study. What is more, this study used thematic analysis and the following themes emerged; teachers’ interpretation of authentic assessment, teachers’ experiences of using authentic assessment, teachers’ experiences influence on their views on the practicality of authentic assessment in Lesotho schools.The study findings indicate that teachers demonstrated some knowledge about authentic assessment. It is established that teachers are optimistic of practising authentic assessment and employ strategies and tasks for authentic assessment. Conversely, they emphasise that using authentic assessment could only be practical in Lesotho classrooms if challenges including limited resources and facilities, limited knowledge, learners’ calibre, and overcrowded classrooms are addressed. As perceived, such challenges hinder teachers’ effort to practice authentic assessment effectively. Based on the assessment strategies teachers claim to use, it is concluded that teachers’ practices of authentic assessment are limited and that traditional assessment might be still dominating. Teachers also show concern that the complex content syllabus and time consuming authentic assessment strategies influence their perceptions and practices. Therefore, teachers strongly recommend that they should be equipped with professional development training on authentic assessment, necessary resources and facilities, and support from the government and educational bodies. Further, it is recommended that the reforms and educational policies be familiarised through workshop disseminationItem Assessing the authenticity of the SACMEQ reports on literacy and numeracy in Lesotho's basic education(National University of Lesotho, 2024-11) Khoase, Maipato CharlotteCountries 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.Item Predicting Secondary School Students’ Intention and Actual Learning in Information and Communications Technology Education using Composite Based Structural Equation Modelling(National University of Lesotho, 2024-11-05) Motai, Tumelo AlphoncyInformation and Communication Technology (ICT) education is essential for equipping learners with the digital skills required in today's world. This study used the Unified Theory of Acceptance and Use of Technology (UTAUT) model to predict secondary school students' intentions and learning in ICT education. Previous research has not adequately explored the predictors of learners' intentions and learning outcomes specifically in Lesotho secondary schools. This study addresses the research gap by examining the relationships between performance expectancy, effort expectancy, social influence, and facilitating conditions and their impact on behavioural intention and actual learning outcomes in ICT education among secondary school learners in Lesotho. The study surveyed Grade 10 and Grade 11 students from 25 high schools in three Lesotho regions, with 670 students as a sample. The researchnstrument used was a structured questionnaire with closed-ended questions. The study found a significant positive relationship between the UTAUT constructs and students' behavioral intentions and learning outcomes in ICT education through data analysis and reliability assessment. Performance expectancy, social influence and effort expectancy all demonstrated strong positive correlations with behavioural intention to learn ICT. Facilitating conditions were positively related to learning outcomes. Additionally, behavioural intention significantly influenced learning outcomes, highlighting the importance of motivational factors in ICT education. Based on the results, it is recommended that the Ministry of Education and Training (MoET) in Lesotho prioritises investments in ICT resources and infrastructure across schools, particularly in underserved regions. Teacher training programmes should be enhanced to equip educators with the skills to teach ICT effectively. Furthermore, incorporating strategies that enhance learners' motivation and intention to engage in ICT education is crucial for improving learning outcomes.Item 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 AgnesIn 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.Item The use of total communication approach to improve deaf learner's writing skills in English as a second language(2024-08) Mphatsoane, NthatileIn Lesotho, where reports indicate a higher number of disabled learners at lower grades, hearing impairment is the most prevalent disability. Despite the growing awareness of the necessity to include hearing-impaired learners in second language learning, deaf learners in Lesotho continue to face challenges in second language learning due to the absence of spoken language, differences in grammatical structures of their mother tongue and that of ESL and curriculum failing to address their unique educational needs. It is imperative for teachers to use approaches that address deaf learners’ unique communication preferences. Total Communication Approach, which uses several communication modalities to facilitate communication and learning, offers a solution. Utilising an Embedded Mixed-Method design within a participatory action research framework, the study employed one group's pre-and post-test of the Hammil & Larsen 4th edition Test of Written Language to assess the efficacy of the Total Communication Approach in enhancing the writing abilities of 30 deaf learners. The research was informed by three theoretical frameworks: Person- Environment Fit Theory, Legitimation Code Theory, and Cognitive Theory of Multimedia Learning. Research prioritised real-world outcomes over rigorous adherence to any particular approach driven by pragmatism. To gather qualitative data, document analysis, focus groups, and in-depth interviews were used, and subjected to David Rose’s (2005) Reading to Learn Assessing Writing tool and ATLAS.ti software version 24. Pre-test and post-test results and structured observations yielded quantitative data which was analysed by Excel and descriptive statistics. Findings indicated that spelling, grammar, and vocabulary are the main areas of difficulty for deaf learners in writing. However, the Total Communication Approach helped expand their vocabulary by demonstrating how to employ possessives and adjectives that center on the noun. Additionally, it improved spelling and vocabulary comprehension for English as a second language, as seen by the use of novel terms and well-constructed sentences. Results indicated that spelling was the most developed skill (mean 71.49), vocabulary came second (mean 36.68) and grammar the least developed skill (mean 17.17). After the intervention, the mean scores for all deaf boys were 67.67, and for all girls, they were 57.67, indicating notable progress for each gender. The study concludes that having access to information through a variety of channels contributed to comprehension and recall of writing. The study suggests creating literacy programs based on the Total Communication Approach and adjusted for different levels of deaf learners as traditional assessments might not capture their writing well enoughItem The Impact of Phonological Awareness Instruction to Improve Reading among Grade 3 EFL Dyslexic Learners: An Intervention Mixed-Method Research in One Mainstream Primary School in Maseru(National University of Lesotho, 2024-08) Lebajoa, PuseletsoDyslexia is a distinctive learning difficulty that affects reading and language processing, posing significant challenges for learners, particularly in English as a Foreign Language (EFL) contexts. This study investigated the efficacy of phonological awareness instruction as an intervention technique to improve reading abilities in dyslexic learners within an EFL setting. The theoretical foundation of the research draws on Cognitive Load Theory, Dual Code Theory, and Multisensory Language Education Theory. A mixed-method explanatory sequential design was employed, integrating both quantitative and qualitative approaches to comprehensively assess the impact of the intervention. The study involved 41 participants: 20 dyslexic learners in an experimental group who received targeted phonological awareness instruction, and 20 dyslexic learners in a control group who followed traditional reading methods. Additionally, one special education teacher assisted the researcher with classroom observations and administering two tests: The Bangor Dyslexia Test and the Rapid Automatized Naming Test. Quantitative data were analysed using inferential statistics via SPSS, while qualitative data were thematically analysed using Atlas.ti software. The findings revealed a strong correlation between phonological awareness instruction and the improvement of reading skills among Grade 3 EFL dyslexic learners. The study concluded that the success of the intervention is influenced by explicit instruction, a supportive learning environment, and recognition of individual learning styles. Future research may explore the role of morphological awareness in enhancing word-level understanding for EFL dyslexic learnersItem Exploring Lesotho primary school teachers’ views about their competence in using Authentic Assessment in their teaching(National University of Lesotho, 2024-10-19) Monoto, Matebalo Mapinare MThis descriptive qualitative study aims to explore primary school teachers’ application of authentic assessment in relation to their competence in teaching at selected primary schools in Maseru, Lesotho. Data collection methods included interviews, observation, and documentation, followed by thematic analysis. The subjects of the study were teachers of fifth to seventh grades in thelearning areas of mathematics, English, and creativity and entrepreneurship. The study revealed that teachers utilized authentic assessment to some extent by engaging learners in activities based on real-world situations addressing societal needs. However, the teachers were unaware of the term "authentic assessment," leading to their incompetence in applying this approach effectively. The study identified several obstacles, including a scarcity of resources, particularly technical ones, a lack of preparedness for implementing innovations, and professional underdevelopment. These factors resulted in restricted learner skill acquisition, undermining the effectiveness of authentic assessment. In extreme cases, some concepts, such as essay writing, were not attempted because they were not recognized in the final assessment bridging learners into grade 8, despite being outlined in the curriculum. Consequently, the study recommends that curriculum developers collaborate closely with the examination council to address these issues. Additionally, it proposes that the government invest more in elementary education to meet the identified requirements, thereby fostering the country’s economic growth from the foundational level.Item Exploring Grade 10 learners''behaviourial attitudes towards History(National University of Lesotho, 2024-09-12) Raleting, Lerato AmeliaThis study aims to explore the behavioural attitudes of Grade 10 learners in three secondary schools in Maseru. The participants were identified using purposive sampling based on a strategy in which specific people are deliberately chosen to give necessary information that cannot be obtained from other choices. The study’s targeted population were twelve Grade10 learners from three different secondary schools of whom five were males and seven females. The study employed qualitative research approach, case study design, semi-structured interviews and focus group discussions to generate data. Data was generated using semi-structured interviews and focus group discussions which were both recorded and transcribed manually. The results from both semi-structured and focus group discussions revealed the most significant factors which influence the learners’ behavioural attitudes towards History. These included the improper teaching strategies that are used by History teachers, lack of instructional materials, unqualified History teachers and peer pressure influence, among others. Therefore, the study recommends that attempts should be made by the Lesotho curriculum designers and planners in order to ensure accessibility of resources in secondary schools so that learners do not struggle with scarce learning materials like textbooks, computers and libraries. Furthermore, the study recommends that schools should be supplied with a large number of qualified teachers and sufficient instructional materials in order to make History more interesting. Future researches should be done in many secondary schools to explore the similar issue to the current study and to do action researches aiming at bringing solutions in the classrooms in order to make History subject more interesting to all History learners.Item Teachers’ perceptions on integration of information and communication technology in History teaching and learning at five high schools in Maseru(National University of Lesotho, 2024-09-09) Thulo, AtangDespite the attempts made to incorporate information and communication technology (ICT) into teaching and learning, it is not easy to leave out teachers’ perceptions from the technology use discourse. As a result, it is significant to take teachers’ perceptions into account when attempting to integrate technology into the classroom. Thus, the purpose of this study was to explore teachers’ perceptions of ICT integration in the teaching and learning of History. The Technology Acceptance Model and Resources and Appropriations Theory were used as theoretical frameworks. The study adopted a qualitative research approach. The data for the study was generated through semi-structured interviews that were carried out through one-on-one interviews and telephone interviews. The participants of the study involved five History teachers from five secondary schools in Maseru, who were selected purposefully, while the schools were selected using convenience sampling. The generated data was analysed thematically with the help of ATLAS. ti software. The study findings established that teachers’ perceptions of the integration of ICT in teaching and learning History were influenced by barriers such as a lack of ICT resources, a lack of administrative support, a lack of technical support, and a lack of professional development. However, despite these barriers, the study discovered that teachers possessed positive perceptions towards ICT integration in the teaching and learning of History. Further, the study established that teachers had positive perceptions of ICT integration because of the perceived usefulness of ICT in teaching and learning of History. The study concluded that teachers had positive perceptions despite the challenges they encounter when integrating ICT in the classroom. Therefore, the study recommends that the Ministry of Education and Training introduce mandatory ICT training courses in pre-service teacher education programs at institutions like the National University of Lesotho and Lesotho College of Education to provide teachers with ongoing professional development and provide an equitable allocation of ICT resources. Again, the study recommends administrative support for teachers to enable successful integration of ICT in the teaching and learning of History.Item Exploring Teachers’ Perceptions on History Public Examinations Performance in Five High Schools in Maseru(National University of Lesotho, 2024-09-12) Nonyana, Kaizer FelixThe main purpose of this study was to explore teachers’ perceptions on performance in History public examinations. Moreover, the study intended to explore the views of teachers on the status of History in the national curriculum, considering learners’ performance in History public examinations. The study was further aimed at investigating how History teachers perceive the factors influencing the performance of History learners in public examinations. Therefore, understanding the status of History in the national curriculum and factors influencing History learners in public examinations can help raise awareness among educational stakeholders, including History teachers, on how to deal with the unacceptable status of History and the negative factors influencing the performance of History learners. The study was to further explore teachers’ suggestions on mitigation of History learners’ performance in public examinations. In order to achieve the main purpose of the study, the research employed the interpretivism paradigm as the theoretical lens of this study. Further, the study employed a qualitative study and a case study design. Five schools and seven History teachers were selected using the purposive sampling technique. Open-ended questionnaires, field notes, and semi-structured interviews were used to generate data. The study further used both manual inductive and deductive thematic analysis to analyse data. The findings of this study uncovered that History is performed poorly in public examinations. The findings further revealed that despite the benefits of History in the national curriculum, this poor performance may result in an unacceptable status for History, which may lead to the subject being completely removed from the syllabus. The semi-structured interviews discovered the following major factors influencing the performance of History teachers: improper training of History teachers on how to teach, unclear communication between Examination Council of Lesotho and History teachers, and incompetence of History teachers. As a result, the study recommends training in-service History teachers on how to teach, mark, assess learners, and use technology in the teaching of History. The study also recommends that teachers should give learners more frequent assessments and immediate feedback and correct them to enhance their performance in History public examinations.Item 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 LA 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.Item 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, NeoGIS 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.Item Exploring the use of Technological Pedagogical Content Knowledge (TPACK) to advance digital literacy in the teaching and learning of French as a foreign language in Lesotho Secondary schools(National University of Lesotho, 2024-10-10) 'Molaoa, Paballo MaryThe rapidly changing world necessitates a shift from traditional to modern teaching methods. Integrating Information Communication and Technology (ICT) into the classroom environment fosters dynamism and engagement. This study sought to explore the use of Technological Pedagogical Content Knowledge (TPACK) to advance digital literacy in the teaching and learning of French as a foreign language (FFL) in Lesotho secondary schools. This qualitative study was underpinned by two theories namely, TPACK and the Resources and Appropriation Theory. It was anchored on the critical paradigm. This was an emancipatory action research design comprising two phases: the problem identification phase and the therapeutic phase. The study purposively and conveniently selected and worked with four FFL teachers from four different schools. Four methods of data generation: document analysis, reflective journals, observations and semi-structured interviews were triangulated to generate authentic and insightful data. The data were to be analysed using thematic analysis entailing deductive and inductive analysis to encompass the predetermined and newly emerging themes. For deductive datasets, four themes were predetermined from the theories and the phenomenon of the study: attitude/motivation access, physical/material access, skills access, and usage access. However, there were no inductive data sets. The findings of the study revealed that there was a variation between the first and the second phase. In the first phase, participants were unaware of how TPACK could advance their digital literacy for improved practices. Therefore, as an intervention, participants were capacitated on how TPACK could be used to advance their digital literacy and attain learning goals. Resultantly, the second phase brought about an improvement as participants demonstrated awareness of TPACK, digital literacy and how they could use TPACK to advance their digital literacy and reinforce learners’ comprehension. Therefore, this study proposes that the Ministry of Education and Training (MoET) revise the Lesotho Basic Education Curriculum Policy (LBCEP) to include practical guidelines on how teachers should equip learners with digital literacy. Moreover, French teachers should be provided with continuous professional training workshops on the integration of digital literacy into their practicesItem The role of Religious Studies in the development of social justice competences(National University of Lesotho, 2024-07) Kurata, LehlohonoloThere is growing interest among countries to update their curricula to respond to contemporary challenges. Among several challenges that threaten the world, social injustice and oppression are some of the key issues. To address these social issues, many countries are updating their curricula with the aim of integrating social justice content into subject curricula, including Religious Studies. Several studies have attempted to investigate the role of Religious Studies in promoting social justice. However, very little research has directly investigated this issue in Lesotho. Therefore, the current study employed a qualitative case study method to investigate the role of Religious Studies in cultivating social justice competences, focusing on three schools in Lesotho’s context. Participants in the study were Religious Studies teachers from three church-owned secondary schools in Leribe district. Their selection relied on purposive sampling, as they possess rich information on the topic. Furthermore, qualitative data collection tools, including non-participatory observations and semi-structured interviews, were employed to collect useful data. To analyse the data from these tools, thematic analysis was used. The findings revealed that Religious Studies significantly contribute to creating an environment that fosters social justice, fairness, equity, cooperation, and inclusivity. Moreover, the teaching methods employed in religious studies play a crucial role in developing social justice competences. However, the study also highlighted challenges such as limited school resources and inconsistent learner engagement by some teachers. Based on these findings, it is recommended that teacher-training programmes be enhanced to equip teachers with the necessary skills and knowledge to effectively integrate social justice themes into their teaching practices. Additionally, a systematic and equitable distribution mechanism for educational resources should be implemented to ensure all schools have access to the necessary materials for promoting social justice competences. By addressing these challenges and implementing the recommended strategies, stakeholders can work together to create a more equitable and inclusive learning environment where learners are empowered to challenge injustice and advocate for positive social change.Item Reading clubs as intervention towards improving reading for comprehesion at high school level(National University of Lesotho, 2023-08) Mohapi, Matiisetso MariaThe Examiners' Reports from the Examinations Council of Lesotho have highlighted a concerning pattern of consistent decline in English Language proficiency among high school learners, particularly in the area of Reading Comprehension. In response to this issue, an action research case study was undertaken to investigate the efficacy of reading clubs as an intervention aimed at enhancing reading comprehension skills among high school students in Lesotho. This study was informed by Vygotsky's sociocultural theory of learning and employed a mixed methods research approach. Data collection methods included focus group interviews, one-on- one interviews, classroom observations, document analysis, documentary evidence and the maintenance of a reflective journal. The collected data was analysed through a thematic analysis conducted inductively. As an intervention study, the effectiveness of reading clubs in improving reading for comprehension was assessed through a pre-test, an intervention test, and a post-intervention test. The study's findings indicate that reading clubs can indeed be effective tools for enhancing reading comprehension skills among high school students. Furthermore, the results shed light on some of the potential factors contributing to the persistently poor performance in Reading Comprehension at the high school level in Lesotho. In light of these findings, this study strongly recommends the implementation of reading clubs in schools as a means to enhance reading comprehension among high school students in Lesotho.Item The impact of guided inquiry-based learning in enhancing problem-solving skills among Grade 11 Development Studies learners(National University of Lesotho, 2024-09) Mathaha, PuseletsoTeaching and learning in the 21st century necessitate a paradigm shift in the educational system, with a stronger emphasis on learner-centered methods. Constructivist theorists posit that learner- centered approaches can foster the development of skills valuable in both academic and personal contexts. This study aimed to investigate the efficacy of guided inquiry-based learning (IBL) in enhancing problem-solving abilities among Grade 11 Development Studies learners at a high school in Maseru. The theoretical framework for this study was grounded in the IDEAL model of problem-solving, developed by Bransford and Stein (1984). A two-group pre-test and post-test quasi-experimental design was employed to collect quantitative data on the effectiveness of guided IBL compared to traditional teaching and learning methods, within a positivist paradigm. The findings indicate that guided IBL is more effective in improving problem-solving skills among Development Studies learners than traditional learning methods. Specifically, the study revealed that at the pre-test level, both the control and experimental groups were statistically equivalent, with a recorded p-value of 0.702 (>0.05), indicating no significant differences in the learners' initial problem-solving abilities. After the intervention, the experimental group significantly outperformed the control group (p = 0.000 < 0.05). Furthermore, observations showed that learners found it easier to solve problems when actively engaged in the learning process through inquiry. The Likert scale responses also indicated that learners were satisfied with the use of guided IBL in their classroom. While the study suggests that learners are better equipped to solve problems when actively engaged in the classroom, it also emphasises that teachers should facilitate this process by allowing students to ask questions and providing ongoing support throughout the learning process. Additionally, the study recommends that teachers be encouraged to adopt learner-centered approaches, such as guided IBL, to help learners acquire critical skills.Assessment and monitoring mechanisms should also be implemented to ensure the effective adoption of these teaching and learning strategieItem Redirecting attention towards moral evaluation to improve the assessment of Religious Studies attainments in Lesotho(National University of Lesotho, 2024-08) Adam, MosemotsanaThe assessment of learners’ moral development in Religious Studies is currently focused on cognitive assessment even though one of the curriculum aims of Religious Studies is to promote socially and culturally acceptable behaviour. These moral competencies are challenging to assess effectively through cognitive evaluation alone, as it fails to address observable moral character. This is a misalignment with the aims of Religious Education, which aims to promote a holistic moral development. Hence, this study intended to redirect attention towards the evaluation of learners’ observable moral development in order to improve assessment in Religious Studies. This study was underpinned by Kant’s deontological ethical theory which proposes that individuals have a moral duty to behave in a manner that conforms to a certain set of principles and regulations, irrespective of the consequences. In addition, the study adopted qualitative approach and phenomenological design. Data was generated through semi-structured interviews with ten Religious Studies teachers who were selected purposively from five church secondary schools in Maseru. The key finding of this study indicate that evaluating learners’ observable moral growth is significant in determining their behavioural transformation. The findings further show that despite the aims of the Lesotho Basic Education Curriculum Policy to introduce portfolio assessment to assess affective competencies, Religious Studies teachers have not implemented portfolio assessment in to their assessment practices when assessing learners’ moral development. This indicates that assessing the attainment in the affective aspects of moral growth is not currently prioritised. It is therefore recommended that Religious Studies teachers receive ongoing in-service training on the use of portfolio assessment and other methods of assessment aimed at assessing affective competencies. Finally, the study emphasises the need for the National Curriculum Development Centre (NCDC) to consider incorporating other qualitative methods of moral evaluation and allocating resources that will ease the implementation of methods of moral evaluation.Item Disciplinary measures adopted by school management teams in dealing with teacher misconduct(National University of Lesotho, 2011-07) Lesaoana, NthatiThe 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.Item Exploring and understanding learning strategies used by learners to learn Business Studies(National University of Lesotho, 2023-08-31) Mphuthi, Mphutlane GilbertBusiness 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