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Insights from one high school in Maseru district
Get PDFTeaching 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 strategieNational Manpower Development Secretaria
Redirecting attention towards moral evaluation to improve the assessment of Religious Studies attainments in Lesotho
Get PDFThe 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.National University of Lesoth
Exploring Teachers’ Perceptions on History Public Examinations Performance in Five High Schools in Maseru
Get PDFThe 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.National Manpower Development Secretaria
Teachers’ perceptions on integration of information and communication technology in History teaching and learning at five high schools in Maseru
Get PDFDespite 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.National Manpower Development Secretaria
A case of three Secondary Schools in Leribe district
Get PDFThere 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.National Manpower Development Secretaria
Towards a reconstruction of some aspects of the environmental History of the South-Sotho communities in the Sourthen Highveld, 1500-1800
Get PDFSome aspects of the Environmental History of Sotho speaking communities in the Southern
Highveld between 1500-1800 have not been well documented. So far, the main focus of existing
literature of these groups is on the socio-political and economic history. There is less attention
on their interaction with environment during this period. This study reconstructs some aspects of
the Environmental History of these Sotho-speaking groups to examine their nature of their
interaction with the environment. The study argues that the environment influenced their
migration pattern, economic formations, political organisation as well as their belief systems. The
study used available records and literature to carry out this research. The findings reveal that
these communities were strategic and intentional about their choice of settlements. They selected
landscapes that ecologically supported their trade patterns and survival. Political and socio-
cultural forms were embedded and interwoven with their environment, with a strive to attain a
degree of mutually reciprocity and sustainability. Not much was always in their control; conditions
of ecological catastrophe and depletion often led to scarcity, poverty and internal conflicts that
often bred secessions of various formsNational Manpower Development Secretaria
Contextual Factors Obstructing the Effective Implementation of the Curriculum and Assessment Policy in the Lesotho Education Sector
Get PDFPolicy implementation is the most crucial phase in the policy-making cycle. If not implemented, policy aims and objectives cannot be achieved, and the quality of education can subsequently not be improved. The Lesotho Ministry of Education (MoET) adopted the Curriculum and Assessment Policy, 2009 (CAP 2009) to localise its curriculum. With this curriculum, MoET intends to make education relevant to Basotho and improve equal and equitable access to quality education for all Basotho. However, a persistent policy gap caused by failing to implement the CAP 2009 effectively renders this curriculum ineffective. MoET now plans to replace CAP 2009 with a new curriculum called the Lesotho Basic Education Curriculum Policy (LBECP), which is intended to close the implementation gap witnessed with the CAP 2009 and counter the contextual factors that led to the failure of CAP 2009. In this article, we argue that the Lesotho education policy context obstructed the implementation of CAP 2009. We, therefore, explore certain contextual factors that negatively impacted the effective implementation of CAP 2009. We argue that the persistent policy gap regarding the implementation of CAP 2009 results from a policy process that is not sensitive to or does not reflect the unique Lesotho education context. Findings suggest that poverty, rurality, HIV/AIDS, corruption, and political instability severely hampered the effective implementation of the CAP 2009. Following this, specific recommendations are made to improve and ensure effective curriculum implementation within the Lesotho education sector
Prostate cancer screening awareness among Basotho males aged 40 and above in Maseru, Lessotho
Get PDFBackground: Prostate cancer is among the most treacherous cancers, ranked 1st
common cancer among males globally. Globocan (2020) ranked prostate cancer the
3rd most common cancer among all cancers in Lesotho, reporting 163 new cases,
which made 8.7% of the total incidences of all cancers in the country. Lesotho, through
the Ministry of Health, attests to lack of proper documentation of all cancer cases
including prostate cancer. Prostate cancer prevalence is higher in developed countries;
however, prostate cancer related mortality is higher in developing countries, particularly
among black males, than their white counter parts due to late diagnosis. Knowledge
about prostate cancer and screening awareness are useful for promotion of early
screening uptake among Basotho males.
Objective: The purpose of this study was to explore prostate cancer screening (PCa)
awareness among Basotho males aged 40 and above. Prostate cancer knowledge
among these participants was also assessed.
Methodology: Purposive sampling was used to select male participants among the
entire male congregants in a Christian church. Semi structured interviews with open-
ended questions which included demographic information, socio-economic data and
prostate cancer and screening knowledge were administered by the researcher among
the thirteen participants aged forty and above. Participants were enrolled without
consideration of whether they had ever screened or not.Results: More than half of the participants were aware of prostate cancer as an illness
but lacked enough knowledge about the disease and screening services offered in
Lesotho. Urinal problems such as uncontrollable and painful urination, retention of urine
and painful prostate were symptoms associated with the presence of prostate cancer
by most participants. Majority of the participants had limited information about prostate
cancer screening where digital rectal examination (DRE) was known by most
participants. Participants were not aware of the jargon used to described DRE but rather
as the screening process where a finger is inserted into a male’s rectum. Though the
participants had limited knowledge about prostate cancer and screening awareness
v
majority of them were willing to be screened for prostate cancer. On the other hand, the
disadvantages associated with DRE outweighed the benefits of screening rather
demotivating actual screening uptake among the participants.National Manpower Development Secretaria
Using a field trip to investigate the development of biology students'knowledge on local wetland ecosystem birds
Get PDFThis study investigated the development of Grade 11 biology students’ knowledge of wetland
birds with the use of a field trip. The three research questions guiding the study were: “What
is the conception of Grade 11 biology students’ knowledge on birds found in Pitseng wetland
ecosystem?”; “How does Grade 11 students’ knowledge of birds in Pitseng wetland develop
with the use of field trip approach overtime?” and “What is the difference between the
conception of male and female students on wetland birds if any?” The research involved 34
participants, and the research instruments for generating data were observation and open-ended
questionnaire and a students’ field worksheet. The students’ knowledge was assessed within
the ecological literacy framework. The analysis of data was both qualitative and quantitative
descriptive. The findings revealed that students’ knowledge on wetland birds increased with
the use of field trip overtime. The study concludes that field trip is an effective strategy for
studying birds in the local ecosystem, and for developing students’ ecological literacy. It is
recommended that the method should be used widely in the teaching of biology and that further
research should explore its use in the study of birds, with focus on students’ ecological
conceptions in schools located in different regions of the country, and the data be analysed in
terms of other demographic variables, such as age and home background.National Manpower Development Secretaria
Exploring Lesotho primary school teachers’ views about their competence in using Authentic Assessment in their teaching
Get PDFThis 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.National Manpower Development Secretaria