Investigation of Problems of Sesotho Oral Reading Fluency in Primary and Post-Primary Schools in Lesotho

Abstract

The research on the Investigation of Problems of Sesotho Oral Reading Fluency in Primary and Post-Primary Schools in Lesotho is a joint venture between by Dr. Lehlohonolo Phafoli –Principal Researcher Faculty of Humanities and Dr. George Thamae – Co-researcher Faculty of Education from the National University of Lesotho. The researchers first approached the Ministry of Education for permission and its assistance with regard to the research. They were further asked to help identify schools in each district which could be listed for interviews. Criterion for the selection of schools was as follows; best performing schools in Sesotho and those that do not do well in Sesotho. Assistance from ECOL was also sought on the Sesotho performance in schools. ECOL provided researchers with results for 2015 to 2017 from Standard 7, Junior Certificate and Cambridge Overseas School Certificate. Six research assistants were identified and afforded a one day workshop in relation to the logistics of the interviews and oral reading tests. Research assistants were trained on the following; testing Sesotho oral reading fluency through passages, number of words read correctly per minute, conducting oral interviews from both teachers and students in schools, punctuality and social approaches when conducting a research. The activities related to the actual business were done through pre-arranged appointments which were followed by visiting primary and high schools in the lowlands and rural areas. In each district interviews were conducted in two primary schools and two high schools in this manner; one primary in lowlands and one primary in rural area, and one high school in lowlands and one high school in rural area. The team visited 39 schools and managed to interview 39 teachers and 164 students from the ten districts in Lesotho. The interviews were later compiled per districts and classified according to the two levels primary and high schools. They were further grouped based on the rural and lowlands, and the analysis also focused on the gender aspect, that is, the performance based on the female and male students at different levels. The compiled information was edited and followed by type-setting for public consumption and currently stored in both the soft and hardcopy. With regard to accountability, the Principal Researcher made regular financial accounting of activities done that enabled the release of funds on a regular basis until the last cent. In conclusion, it could be said that the exercise was a success. The hardcopies have been spiralled in a form of booklet for further proof-reading and production of final copy. The main obstacle was that the funds dried up before further activities could be completed. It is hoped that the final product will be received by most of the stakeholders through internet by the National University of Lesotho Library.