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Perceptions and effects on performance of Grade 10 learners
Get PDFFor many years, the academic performance of learners in Mathematics has raised concerns in Lesotho. Several factors have contributed to this subpar performance, including the absence of school libraries and insufficient teaching and learning resources, notably textbooks. The demand for rented textbooks through the school supply unit has consistently exceeded availability. This research study aimed to achieve two primary objectives: (a) to investigate the impact of mobile learning on learners' performance in Mathematics, and (b) to examine learners' perceptions of Mathematics mobile learning.
Utilising a quasi-experimental design, the study employed purposive sampling to select 70 learners. Two secondary schools were randomly assigned as control and experimental groups. A pre-test was administered to both groups as an initial assessment. Subsequently, the experimental group's teachers and learners received training on how to utilise Google Classroom for the distribution and receipt of various learning resources, including Mathematics tutorial videos, online quizzes, practice questions with solutions, and the facilitation of discussions, all accessible via mobile devices. Following four weeks of intervention, a post-test was administered to both the experimental and control groups. Additionally, the experimental group completed a questionnaire. The analysis employed SPSS version 20 for assessing learners' perceptions, while both independent samples t-tests and paired samples t-tests were employed to analyse the test scores.
The study revealed a statistically significant improvement in learners' performance within the experimental group (p-value = 0.000038 at a 0.05 significance level) as a result of mobile learning. Furthermore, the research established that learners held positive perceptions and attitudes towards mobile learning, expressing an intention to continue using Mathematics mobile learning in the future. These findings underscore the importance of stakeholders in exploring the potential of mobile learning to enhance the teaching of secondary Mathematics.National Manpower Development Secretaria
Foregrounding a teaching philosophy statement in scaffolding reflective practice and professional development of higher education teachers in Lesotho
Get PDFAt some point in the teaching career, educators are expected to develop
a teaching philosophy statement (TPS). This could be during the initial teacher
training programme; when applying for a teaching post or when seeking promotion.
It could also be a component of a continuous professional development programme
that teachers undergo or a component of a teaching portfolio they have to submit
for a specified purpose. This paper explored the extent to which articulating
a teaching philosophy statement promotes reflective practice and also advance
the professional development of higher education teachers. Narrativism was
employed as the over-arching paradigm for this study. A qualitative approach was
adopted, and data was collected through an online qualitative or open ended
questionnaire, in which the participants were requested to narrate their teaching
philosophy statements. Thematic analysis was utilised to analyse the data. The
findings revealed that writing a TPS does, to a large extent, enable a reflective practice. Furthermore, the exercise promotes professional development by allowing
teachers to rethink their practice
Exploring its relevance in informing Lesotho's integrated curriculum for effective learning in the digital age
Get PDFAt present, the world is immersed in technology which seems to alter people’s way of life and how people learn. While traditional learning theories seem insufficient to explain how technology and the proliferation of information could be manipulated for effective learning, Connectivism theory emerged to salvage this insufficiency. Different countries around the globe are also occupied with reforming their curriculums to address contemporary issues. The study, informed by technology adoption model, deployed qualitative content analysis to investigate the degree of alignment between connectivism theory and Lesotho’s integrated curriculum for effective learning in the digital age. Document analysis was used to analyse the pedagogy section in CAP in order to identify principlesand objectives that overlap with the major principles of connectivism. The findings indicated that to a large extent, connectivism and Lesotho’s integrated curriculum principles overlap. However, Lesotho’s integrated curriculum shrinks in explicitly guiding how technological skills could be promoted. It was therefore recommended that technology and digital tools should be integrated into the curriculum to enable students to engage in networked learning. In addition, there should be training of both teachers and students on ICT and network learning environments to enhance students’ learning.Sel
Knowledge, perceptions and practices of adults towards dementia at a selected hospital in Lesotho
Get PDFObjective: This study aimed to determine knowledge, perceptions and practices towards dementia in adults
seeking health services at a selected hospital in Lesotho.
Method: The descriptive quantitative research design was used in conducting the study. A sample of 52
participants were selected using convenience sampling method. Data was collected using pre-tested semistructured questionnaire written in both English and Sesotho languages. Data was analyzed through the use of
Microsoft Excel, presented on frequency tables, pie charts and bar charts.
Results: The study results revealed that there is dearth of knowledge towards dementia (27%), majority of
participants (n=26) had insuffient knowledge towards dementia. On the perception, 26.9% strongly perceived
dementia as witchcraft and 34.6% of participants disregard dementia as part of the aging process. As much as
majority of participants (63.5%) reported that demented people should be hospitalized, 13.5% of adults still
believed that demented people should seek prophetic help.
Conclusion: It can be concluded that there is need to raise awareness regarding mental health such as dementia
so that affcted individuals and families may be supported accordingly
Incorporating blended learning to improve reading in English Language as a foreign language in Lesotho
Get PDFIn Lesotho, a country characterized by a diverse population speaking various languages,
where English serves as the official language for instruction, students often face challenges in
reading English due to limited resources. Despite previous examination reports indicating that
students' failures are not due to a lack of subject understanding but rather an inability to
comprehend instructions, traditional reading approaches persist among teachers. This stands
in contrast to the modern educational technology available in the 21st century. As a result, it
is imperative for educators to adopt strategies that enable students to thrive in a global
context. Blended learning, which combines traditional in-person teaching with online
resources, offers a promising solution. This study explores the integration of blended learning
in Lesotho to enhance English reading abilities, considering it's a second language for many.
The research employed a quantitative quasi-experimental design involving two groups: a
control group (n=30) using traditional English textbooks and an experimental group (n=30)
using both these textbooks and blended learning. pre-and post-test scores were subjected to
inferential statistical analysis using SPSS software. The findings indicated a positive impact
of blended learning on reading proficiency. The implications for education are significant.
They underline the necessity of creating a comprehensive blended learning curriculum,
delivering training and assistance to teachers, and addressing technological infrastructure
requirements. Consequently, the study authors propose that integrating blended learning into
foreign language classes could enhance the learning experience, furnish students with skills
crucial for success in the global arena, and ultimately elevate overall academic performanceSel
A case of three schools in Maseru, Lesotho
Get PDFThe 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 timeframeNational Manpower Development Secretaria
lessons from higher education institutions in Southern Africa
Get PDFThe researcher has observed that employees at Higher Education Institutions (HEIs) in
Southern Africa are aware of the importance of strategic planning, hence the formulation
of strategic plans, but the concern arises at the implementation thereof. Therefore, the
paper assesses the extent to which HEIs in Southern Africa utilise strategic
communication for engagement of employees for implementation of their institutional
strategy.
Purposive sampling was used to identify HEIs in Southern Africa. In addition to this, an
exploratory research design was used to establish if the strategic plan existed in each
institution, and to find out strategies used to implement the strategic plan. The researcher
used the explorative study because of the curiosity and desire to understand the influence
strategic communication has on the implementation of the strategy.
Strategic plans for the HEIs under study were assessed in order to find out if they indicate
engagement of the employees and whether there are particular strategic measures
proposed to solicit input of the employees in both the development and implementation
of the strategic plan. Strategic plans were analysed to assess the degree to which
strategies are implemented in the institutions.
The study not only indicates the drivers, best practices and lessons of a communication
strategy, but also suggests that when the organisation takes a strategic approach to
communication, communication becomes integral to the formulation and
implementation of strategy. It further suggests best ways to implement strategic plan
using a communication strategySel
Reflections of the Holy Thursday letters to priests (1979-2005)
Get PDFDuring his long pontificate, Pope John Paul II addressed in his Encyclicals, Letters and Homilies various issues in the life of the Church. This study is focused on gleaning the theology of ministerial priesthood by John Paul II as found in his 27 Holy Thursday Letters to Priests. An Expository Analytic method is employed: Selected relevant texts dealing with ministerial priesthood in the twenty-seven Holy Thursday Letters to Priests are grouped thematically and analysed. A four-fold matrix is employed so that the ontological, existential, moral or social, and eschatological aspects of priesthood are highlighted. The ontological aspect addresses the identity or essence of priesthood while responding to the question: “What is priesthood?” The existential approach centres on the question: “How is ministerial priesthood experienced or lived?” The moral or social approach focuses on the question: “What does the gift of priesthood demand of those who have received it?” Lastly, the eschatological approach provides the response of John Paul II to the question: “What does the gift of priesthood promise?”National Manpower Development Secretaria
Challenges of accessing family planning services by women of reproductive age in Maseru Industrial Areas
Get PDFThe focus of the study was on challenges faced by women of reproductive age when
accessing family planning services in Maseru. The research is qualitative in nature as it
sought to enable the respondents to express themselves without many interruptions.
The socio-economic as well as cultural and health factors that influence women’s
access to contraceptives have been documented in the study. The study findings
revealed that there is high knowledge of contraceptive use among women.
Respondents used mostly pills and injections. The health-related effects of using these
contraceptives such as weight-gain, heavy menstrual flow and nausea resulted into
some women no longer seeking family planning services even when they had confided
in the healthcare worker about their problems.
Contraceptives are accessed freely in public hospitals and clinics in Lesotho but young
women in the study stated that they often buy expensive contraceptives in private clinics
and hospitals to avoid humiliating questions that health workers in public hospitals and
clinics ask them. However, married women are treated better in healthcare facilities
when they seek contraceptives.
COVID-19 also became a challenge for women to access contraceptives in Lesotho due
to the strict lockdowns that were put in place by the government to curb the spread of
the disease in 2020. This resulted in movement restrictions and when some women did
manage to visit hospitals to get contraceptives, security officials would often harass
them which influenced them to sometimes not get their contraceptive package. Long
queues and congestion in hospitals made some women not to seek services as they
feared contracting COVID-19. Shortage on contraception method of choice also made
some women to abandon use of contraceptives. With these various challenges, the
researcher advices the government to make contraceptive access adolescent-youth
friendly so that young people receiving the services express themselves freely instead
of feeling prejudiced. Access to family planning services should be there all the time
even in pandemics like that of COVID-19. COVID-19 should, in fact, serve as a lesson
in strengthening access. Contraceptive access and, delivery should not be hampered
and, the policy makers, health rights activists should keep on reminding the government
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and relevant stakeholders in the delivery of family planning services to prioritize the
delivery of family planning, and should also not leave men behind in this discourse.
They have a crucial role in the drive for women to access family planning services
effectivelyNational Manpower Development Secretaria
Teachers' perceptions of learner transition assessment portfolio in selected schools in two Lesotho Districts
Get PDFLesotho's 2009 curriculum and assessment reforms prioritised continuous assessment using
portfolios. Some studies were conducted in Lesotho about learner portfolios used in Lesotho
primary schools. Those studies lack information on teachers' perceptions of portfolios as
assessment strategies for learners' transition. Thus, this study examined teachers' perceptions
of portfolios for learners' transition within the Lesotho education system. The study used a
phenomenological design with multiple case studies to explore teachers' experiences of using
a transition assessment portfolio in Lesotho. Ten teachers (five Grade 7 and five Grade 8)
were purposively selected from primary and secondary schools in the Berea and Maseru
districts. Semi-structured interviews were used to generate data that were later analysed
through a thematic approach. This study established that Grade 8 teachers did not know about
this portfolio. It was also found that Grade 7 teachers were aware of and used transition
assessment portfolios (TAP) in a limited way. They (Grade 7 teachers) had different
interpretations of TAP, influencing their varying implementation. Even though Grade 7
teachers in this study valued TAP for its potential benefits, they believed that the successful
use of TAP in Lesotho schools was undesirable because of the existing conditions. This study
also established that teachers believe addressing these challenges requires a seamless
multifaceted approach that includes training teachers and other stakeholders, making
available adequate resources, reducing the learner-teacher ratio, and reducing teachers’workloadsNational Manpower Development Secretaria