Theses and Dissertations

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Open Access
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.
Open Access
Exploring the prevalence of teachers'workplace bullying in Lesotho Primary schools
(National University of Lesotho, 2024) Matsumunyane, Mpontseng Lydia; Matheolane, Retselisitsoe
Studies conducted worldwide indicate that workplace bullying in schools is on the increase, with teachers negatively affected. In countries such as South Africa, as high as 90.8 percent of teachers are affected by workplace bullying. Teachers at different levels – whether it is class teachers, school principals, or board members – reported experiencing workplace bullying and its adverse results, including poor health, difficulty focusing on work, and avoidance of work to escape bullying. Hence, it was essential to explore teachers’ workplace bullying in Lesotho primary schools, focusing on the Peka area. This study, which adopted the interpretivist paradigm and multiple case studies research design, generated data through interviews of 15 participants who consisted of the principal and two teachers from five selected schools. The study used a qualitative approach used to determine the prevalence of teachers’ workplace bullying in Peka primary schools. It detailed teachers’ experiences of workplace bullying, the effects of workplace bullying in primary schools, and its management. The findings revealed that teachers experience various forms of workplace bullying and different consequences as a result, including suffering from poor health, experiencing low self-esteem, losing interest in their work and workplace and having fear of doing assigned work. Some teachers who experience such bullying have thoughts of resigning. Perpetrators of workplace bullying in Peka primary schools include principals, colleagues, parents, and learners. The study recommends that teachers and principals be conscientious about workplace bullying in schools. Different stakeholders need to be equipped with ways of handling workplace bullying, including appropriate reporting mechanisms and prevention methods. Schools should create and implement anti-bullying policies and programmes, and properly use them to protect teachers.
Open Access
Exploring teachers'experiences in using cognitive diagnostic assessment in primary schools in Lesotho
(National University of Lesotho, 2025) Mokhethi, Moipone; Ayanwale, Musa Adekunle
n the current global education landscape, there is an urgent need for assessment approaches that transcend summative grading to foster deep and personalised learning. In Lesotho, assessment practices remain predominantly traditional, relying heavily on recall-based tests that provide limited insight into learners’ conceptual understanding or individual needs. This has hindered teachers’ capacity to tailor instruction effectively and improve learning outcomes. Cognitive Diagnostic Assessment (CDA) presents a viable alternative, enabling teachers to pinpoint specific strengths, weaknesses, and misconceptions, thereby facilitating targeted instructional interventions. However, there is limited research on the experiences, perceptions, and challenges faced by teachers in integrating CDA into classroom practice within Lesotho’s context. Guided by Social Cognitive Theory, this qualitative study explored how practising teachers implement CDA, their perceptions of its effectiveness in enhancing classroom assessment, and the challenges encountered alongside adaptive strategies. Eight teachers from peri-urban and urban schools in Botha-Bothe and Maseru districts participated. With two participants from each of four schools. Purposive sampling was used to select these teachers. Data were collected over three months using semi-structured interviews, classroom observations, and document reviews. Thematic analysis, supported by Atlas.ti (version 24.1.0), was employed to identify emergent themes on teachers’ experiences with CDA. Research trustworthiness was ensured through triangulation, member checking, prolonged engagement, and reflexivity. Findings indicate that CDA has clearly deepened teachers’ understanding of individual learner profiles, enabling more responsive, learner-centred, and evidence-based instructional planning. Teachers reported that CDA aligns with the national curriculum, strengthens formative assessment, and enhances learner engagement and performance. Additionally, CDA facilitated the identification of conceptual gaps, improved remediation strategies, and promoted active learning through flexible grouping. However, integration of CDA faced some challenges, including inadequate training, limited resources, overcrowded classrooms, high learner diversity, and heavy vi workloads. Teachers adopted adaptive strategies such as low-tech tools, collaborative resource- sharing, embedding CDA in lesson plans, and flexible grouping to mitigate challenges. The study concludes that CDA is a transformative approach with the potential to enhance teaching effectiveness and learner achievement in Lesotho’s basic education system. For sustained impact, institutional support is critical, particularly through professional development, resource provision, and policy-level integration of CDA into curriculum guidelines. This study contributes to discourse on contextually relevant assessment reform in developing countries and calls upon the Ministry of Education and Training (MOET), the National Curriculum Development Centre (NCDC), and school leaders to prioritise CDA capacity-building, embed its principles in teaching practice, and create enabling environments for its implementation. Such measures can advance the education system towards more equitable, personalised, and impactful learning experiences. The study recommends that, MOET and NCDC should Strengthen CDA Training and Professional Development.
Open Access
Exploring the impact of project-based learning in enhancing proficiency in productive language skills among English as a Second Language (ESL) Grade 9 learners in Maseru
(National University of Lesotho, 2025) Lesoma, Lehlohonolo Daniel; Mahao, Mahao
The present study explored the impact of Project-Based Learning (PBL) in enhancing proficiency in productive language skills among Grade 9 ESL learners in Maseru. Grounded in the theoretical framework of social constructivism, the research emphasised the role of interactive and learner- centred learning environments in language learning. The study adopted a mixed method approach and employed exploratory research design; this design sought to uncover challenges that learners in the English language classroom. Data were collected through classroom observations, pre-tests and post-tests targeting productive language skills, and focus group interviews explored learners’ experiences. In addition, data was analysed through SPSS, and thematically, relatively. The school was purposively selected to reach a targeted group of both girls and boys. Moreover, convenient sampling was utilised to use any available grade 9 ESL learners. Twenty (20) learners participated in this study. The findings reveal that PBL significantly boosts learners’ autonomy and collaborative skills, contributing to improved speaking and writing skills. The study highlights PBL as an effective instructional strategy to foster active engagement and meaningful language use in ESL contexts. Implications for teaching practices and future research in ESL education are discussed; it is suggested the need for further research that would explore the impact of PBL in enhancing receptive language skills (listening and reading).
Open Access
Integrating arts into curriculum to enhance entrepreneurship skills
(National University of Lesotho, 2025) Makhoabenyane, Palesa; Motebang, Bonane M
The introduction of the integrated curriculum in Lesotho led to a shift from individual subjects to a grouping of subjects under learning areas. Amongst the five learning areas in the new integrated curriculum is the Arts and Entrepreneurship learning area, which comprises content from subjects such as Business Education, ICT, Home Economics, Art, Crafts, Technical subjects, Music, Drama and Theatre. The Arts and Entrepreneurship learning area aims at developing creativity and entrepreneurial talents and abilities to curb societal problems such as unemployment. This research therefore studied the integration of arts into the curriculum and its significance in enhancing entrepreneurship skills. This investigation used a qualitative approach employing a case study research design which enabled an in-depth analysis of the phenomenon of arts in enhancing entrepreneurship skills. The participants in this research were Business Education teachers currently teaching Arts and Entrepreneurship in three Botha- Bothe secondary schools. Two curriculum policy documents were analysed. Also, students’ artefacts were analysed as a form of triangulation. The findings in this study revealed that the integration of arts into curriculum through its activities develops skills such as creativity, collaboration, problem-solving, and critical-thinking. Literature classifies the aforementioned skills as entrepreneurship skills, which implies that integrating arts into curriculum instills entrepreneurship skills. Therefore, it is crucial for arts to be integrated into curriculum as it enhances entrepreneurship skills.
Open Access
Exploring the alignment of teaching methods to students learning styles in the accounting curriculum
(National University of Lesotho, 2025) Semoko, Bokang F; Motebang, Bonane
The accounting syllabus aims to equip learners with practical accounting skills and competencies essential for both employment and further studies. However, since 2019, Accounting results have shown a persistently high failure rate. To enhance learners' success and facilitate the attainment of these objectives, it is crucial to ensure that teaching methods align with students' preferred learning styles. This study explores the alignment between teaching methods and learning preferences within the accounting curriculum, drawing on Fleming's (2006) VARK model, which categorises learning styles based on sensory preferences. A mixed methods approach was employed using a case study design, grounded in the pragmatism paradigm. Data were collected from a sample of 20 students and four teachers across two schools through questionnaires, interviews, focus group discussions, and document analysis. The findings revealed that accounting learners predominantly favour the read-and-write learning style, while teachers primarily use explanation and demonstration techniques in their instruction. The study concludes that there is an alignment between teaching methods and learning styles in the accounting curriculum. Future research could further explore skills development within VARK learning modalities to enhance instructional effectiveness.
Open Access
Exploring the integration of Information and Communication Technology for Education (ICTE) to improve learners listening skills in the teaching and learning of French in one Secondary school in Lesotho
(2025) Rapuleng, Moeketsi Petrose; Makhulu Makumane
Information and Communication Technology for Education (ICTE) seems to revolutionise the teaching and learning of foreign languages such as French in the current century by improving quality teaching and learning. The purpose of this study was to explore the integration of ICTE to improve learners’ listening skills in the teaching and learning of French as a Foreign Language (FFL) in one secondary school in Lesotho. The study was underpinned by two theories of technology: Technological Pedagogical Content Knowledge (TPACK) and Technology Acceptance Model (TAM). The study was guided by the qualitative research approach employing the critical paradigm. The research design was action research – under participatory action research – conducted in three phases: diagnostic phase, transformative phase and reflective phase. Two methods – focus group discussions and observations – were used to generate data. One school in Maseru, Lesotho that offered FFL was selected and 15 Grade 11 learners of FFL who were going to write DELF A1 (Diplôme d’Études en Langue Française) – translated as (diploma in studying French language) French examination – participated in the study. Data was analysed using thematic data analysis. The findings of this study revealed that consistent integration of ICTE in the FFL classroom improves learners’ listening skills. Also, teaching methods that incorporate ICTE improve learners’ language skills. The study recommends that the government of Lesotho, through the Ministry of Education and Training, should provide schools with language laboratories and other necessary infrastructure to support teaching and learning through ICTE. In addition, the Basic Education ICT Policy 2024 should be fully implemented and supported at school level with clear implementation strategies and a practical roadmap. The study concludes that the FFL secondary curriculum should be localised in order to address the societal and professional needs of learners.
Open Access
Investigating Teachers’ Perceptions Concerning the use of Authentic Assessment in Lesotho Schools
(National University of Lesotho, 2024-09) Tsoana, Mahlape Asnathe
xiv 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 dissemination
Open Access
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.
Open Access
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 Alphoncy
Information 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.
Open Access
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 M
This 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 the learning 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.
Open Access
Exploring Grade 10 learners''behaviourial attitudes towards History
(National University of Lesotho, 2024-09-12) Raleting, Lerato Amelia
This 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.
Open Access
Exploring Teachers’ Perceptions on History Public Examinations Performance in Five High Schools in Maseru
(National University of Lesotho, 2024-09-12) Nonyana, Kaizer Felix
The 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.
Open Access
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.
Open Access
The role of Religious Studies in the development of social justice competences
(National University of Lesotho, 2024-07) Kurata, Lehlohonolo
There 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.
Open Access
Reading clubs as intervention towards improving reading for comprehesion at high school level
(National University of Lesotho, 2023-08) Mohapi, Matiisetso Maria
The 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.
Open Access
Redirecting attention towards moral evaluation to improve the assessment of Religious Studies attainments in Lesotho
(National University of Lesotho, 2024-08) Adam, Mosemotsana
The 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.
Open Access
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.
Open Access
Teachers' perceptions on their preparedness to implement integrated curriculum in Lesotho primary schools
(National University of Lesotho, 2019-07-30) Matsaba-Mabea, Mareabetsoe
The Lesotho government introduced a new curriculum (Integrated Curriculum - IC) which was first implemented in primary schools in 2013. Therefore, the purpose of this study was to explore teachers’ perceptions of their preparedness to implement an integrated curriculum in Lesotho primary schools. A qualitative approach was used, and the research questions revolved around the issues of; teachers’ interpretations of the integrated curriculum, how teachers implement integrated curriculum in the classrooms in Lesotho, teachers’ views on how they were prepared to implement integrated curriculum in the classrooms in Lesotho, and teachers’ views about how their perceptions on their preparedness influence their classroom practices. Qualitative data was collected through the semi-structured interviews from a purposive and convenience sample of 6 teachers in 3 schools. Data were analyzed using a qualitative thematic approach. The results indicated that teachers seemed to understand what integrated curriculum entails, as well as its demands. However, the study established that teachers were not prepared enough to implement an integrated curriculum. According to the findings of the study, insufficient and inadequate training of teachers on integrated curriculum, overcrowded classrooms, high content level of an integrated curriculum for learners, inadequate time allocation, as well as insufficient teaching and learning materials impacted negatively on the implementation of this curriculum. Apart from the mentioned factors, the implementation of an integrated curriculum appeared to be compromised due to lack of support from both schools and interested bodies such as the parents and the government through Ministry of Education during the implementation process. Therefore, teachers recommended that they should be provided with the intensive and continuous professional development programs on integrated curriculum, and with necessary support and resources by the schools and all stakeholders. Teachers equally recommended that the content level of the integrated curriculum should be lowered for learners to benefit from IC
Open Access
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