NULIR
The National University of Lesotho Institutional Repository (NULIR) is a digital archive that collects, preserves, and provides open access to the scholarly and intellectual output of the University.
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Assessment of heavy metals and health risks of street vended foods in the Mangaung Metro Municipality, Free State, South Africa
(Learning Gate, 2025) Letuka, Pontso; Nkhebenyane, Sebolelo Jane; Tywabi-Ngeva, Zikhona
Street food vending is part of the informal sector that plays a significant role in improving
the socio-economic status of vendors and the food security of consumers but faces safety challenges
mostly due to anthropogenic activities and the lack of regulation. This study aimed to evaluate heavy
metal contamination in commonly vended foods—pap, chicken, pork, and moroho/salads—in the Free
State, South Africa, and assess the associated health risks to consumers. Shapiro-Wilk’s normality test
and Kruskal-Wallis H tests were used to compare means. Results indicated heavy metal contamination
in all analyzed samples. The overall median and IQR in descending order: Fe 4.365(4.424), Zn
3.605(3.711), As 2.653(2.971), Pb 1.095(1.266), Cu 0.271(0.326), Cr 0.212(0.117), and Zn 0.023(0.027)
mg/kg. A significant difference (p < 0.05) was found for As between all pairs, while other heavy metals
showed some variations without statistical significance. The EDI values of all sample types were below
the recommended dietary values, suggesting that the heavy metals may not pose a public health risk.
The health risk assessment through ICLR and Hazard Index (HI) indicated potential cancer and noncancer risks from heavy metals in street-vended foods, as ICLR ≥ 10-3 and HI > 1. This implies that
habitual consumers are at risk of non-carcinogenic health conditions.
Impact of a nutrition education intervention on nutrition-related self-efficacy and locus of control among women in Lesotho
(Frontiers, 2023) Ranneileng, Mamotsamai; Nel, Mariette; Walsh, May Corinna
Introduction: Lesotho is one of the poorest countries in the world with high
levels of food insecurity and malnutrition. The aim was to evaluate the impact of
a nutrition education intervention informed by self-e cacy and locus of control
theories among women in Lesotho.
Methods: A randomized pre-test-post-test design was adopted to implement a
systematically designed nutrition education intervention in women from Maseru
and Berea districts in Lesotho. Women from selected villages were randomly
assigned to comparison and intervention groups. Baseline and post assessments
were conducted before, and 6 months after the intervention. Nutrition-related
self-e cacy and locus of control were assessed using a semi-structured
knowledge, attitudes, beliefs, and practices (KABP) questionnaire.
Results: At baseline, 444 women aged 19–60 years were included. After the
intervention, 259 women in the comparison (n = 105) and intervention groups
(n = 154) were interviewed. Self-e cacy beliefs that improved significantly in
the intervention group but not in the comparison group included increased
confidence that they could eat a healthy diet every day [95% CI for the percentage
dierence (61.5; 76.7)]; an improved ability to secure several healthy foods in
the home; increased confidence in engaging in physical activity [95% CI (29.5;
46.6)]; reducing the amount of salt they used in food [95% CI (2.1; 14.0)]; and
compiling a budget for food purchases [95% CI (56.1; 72.1)]. Regarding locus of
control, the belief in a personal capacity to take charge of one’s health through
the production and consumption of healthy food improved in the intervention
group [95% CI (12.4; 25.0)] but not in the comparison group [95% CI (15.9; 0.4)].
At follow-up, a significantly larger percentage of participants in the intervention
group also believed that they could take control of their health and that they could
prevent some illnesses by the food they eat.
Conclusion: A nutrition education intervention that is systematically planned and
framed on selected theories of health behavior improved nutrition-related beliefs
in self-e cacy and locus of control.
Advancing epistemic diversity and pluralism for sustainable development
(National University of Lesotho, 2024) Mokuku, Tsepo; Chere-Masopha, Julia
Exploring the use of process writing approach in enhancing narrative writing skills among Grade 9 English Language learners in one Secondary school in Leribe
(National University of Lesotho, 2026) Mofolo, Tsooana; Mahao, Mahao; Matee, Lihotetso Gloria
Narrative writing remains a predominant challenge impeding learners’ performance in English language classrooms within secondary school contexts. This study investigated the application of the process writing approach as a pedagogical strategy for enhancing narrative writing skills among Grade 9 English language learners at a selected secondary school in Leribe. The research was underpinned by Vygotsky’s Sociocultural Theory (1978), which foregrounds the critical role of social interaction, collaboration and scaffolding in the learning process. A mixed-methods approach was adopted, employing a single-group pretest-posttest experimental design; supplemented by qualitative interviews. The study comprised 45 Grade 9 English language learners, purposively selected from one secondary school in Leribe. Quantitative data were gathered through pretest and posttest writing tasks, whereas qualitative data were elicited through semi-structured interviews. Quantitative data were analysed using SPSS version 26, while qualitative data underwent thematic analysis. The findings demonstrated a statistically significant improvement in learners’ narrative writing skills following the implementation of the process writing approach. Furthermore, learners articulated positive perceptions of the approach, indicating that it facilitated enhanced planning, revision, idea organisation and writing confidence. The study concludes that the process writing approach constitutes an effective pedagogical intervention for improving learners’ narrative writing abilities. Accordingly, it is recommended that English language teachers integrate the process writing approach into writing instruction to foster narrative writing competence among secondary school learners in Lesotho.
Secondary school teachers' experiences of teaching learners with learning disabililities in mainstrean classrooms in Qacha's Nek
(National University of Lesotho, 2025) Lekena, Ntsoaki; Matsie, Nthama; Khalanyane, Tankie
This qualitative case study investigates the experiences of secondary school teachers in addressing the educational needs of learners with learning disabilities in Qacha’s Nek District, drawing on Bronfenbrenner’s Ecological Systems Theory as the theoretical framework. Eight teachers were purposely selected, four from an urban school and four from a rural counterpart and engaged in semi-structured interviews to provide in-depth insights into their practices and perceptions. Thematic analysis of the data revealed a spectrum of experiences: while some teachers expressed a sense of fulfilment in supporting learners with learning disabilities, others encountered considerable challenges. These included overcrowded classrooms, inadequate teaching and learning resources, limited specialized training, and the complex task of meeting diverse learner needs within mainstream settings. Additional barriers such as insufficient professional development opportunities and learner absenteeism without official authorization further hindered effective pedagogical interventions. Such challenges significantly constrain teachers’ ability to deliver inclusive and high-quality education, often contributing to the underperformance of learners with learning disabilities. In light of these findings, the study recommends strategic interventions, including the recruitment of more teachers to lower learner-teacher ratios, the implementation of continuous professional development in inclusive education, and the allocation of sufficient resources to support teaching and learning. Furthermore, it urges the Ministry of Education and Training to adopt a holistic approach to strengthening inclusive education across both urban and rural schools, thereby promoting equitable access to meaningful learning experiences for all learners.