Faculty of Educationhttps://hdl.handle.net/20.500.14155/1692024-03-28T18:59:20Z2024-03-28T18:59:20ZThe classical test or item response measurement theoryAyanwale, Musa AdenkuleChere-Masopha, JuliaMorena, Malebohang Chttps://hdl.handle.net/20.500.14155/19392024-03-28T01:00:47Z2022-09-01T00:00:00ZThe classical test or item response measurement theory
Ayanwale, Musa Adenkule; Chere-Masopha, Julia; Morena, Malebohang C
While the Examination Council of Lesotho (ECOL) is
burdened with a huge workload of assessment tasks, their procedures
for developing tests, analysing items, and compiling scores heavily rely
on the classical test theory (CTT) measurement framework. The CTT has
been criticised for its flaws, including being test-oriented, sample
dependent, and assuming linear relationships between latent variables
and observed scores. This article presents an overview of CTT and item
response theory (IRT) and how they were applied to standard
assessment questions in the ECOL. These theories have addressed
measurement issues associated with commonly used assessments, such
as multiple-choice, short response, and constructed response tests. Based
on three search facets (Item response theory, classical test theory, and
examination council of Lesotho), a comprehensive search was conducted
across multiple databases (such as Google Scholar, Scopus, Web of
Science, and PubMed). The paper was theoretically developed using the
electronic databases, keywords, and references identified in the articles.
Furthermore, the authors ensure that the keywords are used to identify
relevant documents in a wide variety of sources. A general remark was
made on the effective application of each model in practice with respect
to test development and psychometric activities. In conclusion, the
study recommends that ECOL switch from CTT to modern test theory
for test development and item analysis, which offers multiple benefits
2022-09-01T00:00:00ZManaging learner absenteeism in some primary schools of Qacha's Nek District in LesothoTabola, Victorhttps://hdl.handle.net/20.500.14155/19382024-03-27T01:00:49Z2021-07-01T00:00:00ZManaging learner absenteeism in some primary schools of Qacha's Nek District in Lesotho
Tabola, Victor
The purpose of the study was to identify the main factors contributing to learner absenteeism in Qacha’s Nek district. The study adopted a qualitative approach in order to understand the phenomenon. The population of the study comprised of principals, teachers, parents and learners in primary schools in Qacha’s Nek in which two schools responded accordingly. Principals, teachers, parents and learners were purposefully selected as appropriate respondents for the study. Both the semi-structured and focus group interviews were used to collect data. A total number of respondents was twenty-six, the collected data were analysed thematically. It was found that learner absenteeism is endemic in Qacha’s Nek schools which was part of this study. The study, therefore, concluded that absenteeism is rife and detrimental to learners’ progress with their education in selected primary schools in Qacha’s Nek. To mitigate the problem of learner absenteeism, the study recommends that; all the entire bodies that have a stake in learners’ education should work collaboratively for the enhancement of learners’ attendance of schooling.
2021-07-01T00:00:00ZChallenges and opportunities/propositions in poetry teaching and learning in literature in English at two Leribe schoolsMoea, Kananelo Sylvesterhttps://hdl.handle.net/20.500.14155/19312024-03-07T01:00:50Z2021-07-01T00:00:00ZChallenges and opportunities/propositions in poetry teaching and learning in literature in English at two Leribe schools
Moea, Kananelo Sylvester
Poetry is a genre of composition in verse form which expresses deep feelings, noble thoughts in a rhythmic, beautiful and embellished language written with the aim of communicating an experience. These attributes of poetry can be seen as having a role in learners’ development inside and outside the classroom. The learners can share their ideas and stories through learning poetry hence its value in learning and it is fundamental that teachers of poetry to high school learners are cognisant of the balance between competing tensions, including analysis in competition with appreciation, their prominence as both neophyte (apprentice) and expert readers of poetry, including the contradictory ideas of mastery of poetry that are, in history, at odds. This study examines the challenges and opportunities/propositions of poetry pedagogy and learning in two high schools in Leribe district. Focus group discussion and semi-structured interviews were used to collect data from both teachers and learners about poetry challenges and opportunities in the English as a Second Language (ESL) classroom. The findings show that learners and teachers are aware that poetry has roles to play culturally, linguistically and historically, not foregoing a number of challenges attached to teaching and learning inclusive of dearth of knowledge for techniques to use in teaching. The study further reveals that some teachers avoid teaching poetry due to fear of the genre and inherently negative attitudes towards it. The conclusion drawn is that teachers should have portraits of good teaching in action and learners be part of poetry; as writers and readers, enjoying all the aspects of the genre
2021-07-01T00:00:00ZA sustainable livelihoods analysis of two community partnerships in LesothoMakhetha, Mankopane Violethttps://hdl.handle.net/20.500.14155/19272024-03-01T01:00:54Z2020-06-05T00:00:00ZA sustainable livelihoods analysis of two community partnerships in Lesotho
Makhetha, Mankopane Violet
This study investigated two community partnerships in Lesotho, focusing on how they
sustained themselves for improved livelihoods. It explored the ways in which the partnerships
of Matelile Tajane Community Development Trust (MTCDT) and Jire Provides Cooperative
(JPC) operated in order to improve their livelihoods and address poverty. The study in
particular aimed at assessing the extent to which the partnerships followed the Lesotho
Government’s smart partnership principles of trust and reciprocity, networking and sharing a
common goal. These principles resonated with social capital concepts which are a strong
feature in the sustainable livelihoods framework, as advocated by the UK Department for
International Development.
The sustainable livelihoods framework (SLF) and the social capital theories were therefore
used to guide the analysis of the study. This study was an instrumental comparative case study
design using a qualitative approach and interpretative paradigm. Purposive sampling of 45
participants was used. The participants were the partnership members of the MTCDT and the
JPC, community members staying close to the partnerships, community leaders, and service
provision officers within the areas of Ha Seeiso and Masianokeng.
Multiple data collection sources were used. These were the transect walk, focus group
discussion, interviews, observation and documentary analysis. Data collected through
interviews was used to triangulate the primary data from other sources. This was done in order
to verify the collected information. A content analysis method was used through engaging
inductive and deductive approaches to analysing data.
The findings revealed that the larger partnership, MTCDT, used linking and bridging social
capital to network and access resources, assist and support vulnerable groups like the orphans,
HIV and AIDS affected people with their requirements. The smaller partnership, JPC, focused
more on bonding social capital to expand its relationships to family members so that they could
assist each other. To a lesser extent it developed linking social capital networks to assist the
disadvantaged groups to access services like medical check-ups and issuing of national
identification cards.
The findings highlighted that the partnership which was able to utilise more linking social
capital was better able to diversify and sustain livelihoods compared to the smaller bonding
social capital partnership. In addition the MTDCT emphasised that the role of self-
iii
determination in achieving goals was an important asset in itself. The sustainable livelihoods
literature did not appear to examine the role of self-determination or the different forms of
social capital in this way or link it significantly to lifelong learning.
However, a significant finding across both partnerships was that the element of trust in relation
to financial interactions proved inadequate in both case studies. This meant that while the
foundations for social capital were evident they were not fully utilised.
There were also vulnerabilities which both partnerships were unable to overcome, such as
unemployment which contributed to community youths becoming drunkards.
One recommendation, therefore, was that smart partnerships should focus on a broader and
more diversified range of social capital networks. A second recommendation was that
considerable education and training work needed to be done to improve the understanding of
how financial trustworthiness must form the basis for reciprocity. The four De Lors (1996)
pillars of lifelong learning, which include the pillar learning to live together, were deemed to
be relevant here. Recommendations for training included management of partnerships,
dialogue, communication skills and conflict management. A second pillar, learning to do, was
also relevant because it enhanced the partnerships’ skills for income generation. Such training
could include sand-stone mining for the MTCDT, while the JPC required knowledge of broiler
production and how to produce animal feeds.
2020-06-05T00:00:00Z