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Item Open Access Explorarion of Grade 10 Mathematics teachers and learners'perception and experiences on utilization of Mathematics examiners'reports(National University of Lesotho, 2025) Lekarapa, Ntaoleng Margaret; Mphunyane, M Z; Raphoka, SThis study explores secondary school Mathematics teachers’ and learners’ perceptions and experiences on the utilisation of Mathematics Examiners’ Reports (MER) in the teaching and learning of Mathematics. There is a need for awareness, accessibility and utilisation of MER according to literature, to inform planning for instructional practices regarding the common errors and weaknesses of learners and their remediation. Feedback Intervention theory (FIT) guided the study based on the three constructs. Firstly, the control of perceived discrepancies, when common errors and weaknesses reflected in MER are given enough attention, there could be provision for new skills and knowledge in solving the problems related to various Mathematics concepts. Secondly, the possibility of an individual changing their way of thinking after receiving feedback, When MER are used in the teaching and learning, the learners’ Mathematics performance might improve, especially when the reports are considered as day-to-day tools for intervention. Lastly, suggestions and recommendations from MER on specific concepts, when learning is not adequate, are meant for directed attainment of expected standard outcome. The study was motivated by willingness to altering the quality of examination responses, that learners provide, guided by views and believes towards utilisation of MER, in teaching and learning Mathematics. The study adopted the qualitative research approach and data was collected through open-ended questionnaire, interviews and focus group interviews. The participants comprised Grade 10 Mathematics teachers and learners from four secondary schools in Maseru Urban and were purposively selected. The data was analysed thematically, by identifying preconceived themes generated from the three research questions and the themes that emerged from the qualitative data to uncover meanings. Familiarisation of data, coding, and highlighting key themes and sub-themes. The findings indicate that some teachers are unaware of the existence of the MER, therefore do not use them. MER were useful to some teachers for day-to-day instructional practices, assessment purposes and examination preparations. Similarly, few learners knew about MER since they perceived are mainly prepared for teachers to identify common mistakes and weaknesses of learners and to provide methods to improve teaching skills on specific concepts. The recommendations proposed, include the need for Continuous Professional Development (CPD) through Mathematics workshops to encourage collaborative review of MER and reflective teaching practices to simplify language used in MER, use of internet for easy access to contents of MER, and for teachers to ensure accessibility of the MER for learners’ consumption.Item Open Access Exploring the prevalence of teachers'workplace bullying in Lesotho Primary schools(National University of Lesotho, 2024) Matsumunyane, Mpontseng Lydia; Matheolane, RetselisitsoeStudies 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.Item Open Access Exploring the impact of communicative language teaching in enhancing Grade 9 learners'speaking proficiency in English as a second language in one secondary school in Maseru(National University of Lesotho, 2025) Hoody, Relebohile; Mahao, MahaoThis study examined the effectiveness of Communicative Language Teaching (CLT) in enhancing learners' English speaking proficiency. The investigation was motivated by the persistent difficulties learners encounter in developing oral communication skills when instructed through traditional methodologies that emphasise rote learning and grammatical accuracy. The primary objective was to ascertain whether CLT activities could significantly improve learners' speaking abilities, encompassing sociolinguistic competence, discourse competence, grammatical competence, and strategic competence. Methodologically, the research employed a mixed-methods approach following an explanatory sequential design. Quantitative data were gathered through pre- and post-tests to evaluate learners' speaking performance prior to and following the intervention. A quasi-experimental framework was utilised, wherein a single group underwent assessment both before and after implementation of the instructional intervention. Subsequently, the test results were elucidated through systematic classroom observations and focus group interviews. The pedagogical intervention incorporated CLT-based strategies including role plays, storytelling, group discussions, and pair work specifically designed to foster active participation and meaningful communication. The findings demonstrated that CLT significantly enhanced learners' speaking proficiency, incorporating improvements in fluency, grammatical accuracy, sociolinguistic competence, discourse competence, strategic competence, and willingness to engage collaboratively in oral activities. The study concludes that CLT constitutes an effective approach for promoting comprehensive communicative competence among secondary school learners. The interactive nature of CLT not only facilitated linguistic development but also generated opportunities for confidence building, collaborative learning, and reduced anxiety in oral communication tasks. Notwithstanding these positive outcomes, the research process highlighted practical implementation challenges, such as balancing individualised attention with time-intensive oral activities and difficulties in adapting the approach for larger or more diverse classrooms. These observations underscore the necessity to tailor CLT methodologies to specific educational contexts and emphasise its potential as a transformative pedagogical strategy when thoughtfully integrated into English language education in Lesotho and comparable settings.Item Open Access Incorporating the writers workshop approach to engage Grade 9 English Language learners in community activities and enhance language skills in one secondary school in Leribe(National University of Lesotho, 2025) Mafelesi, Relebohile; Mao, MahaoCurriculum design constitutes a fundamental mechanism for ensuring curricular quality, which in turn serves as a primary determinant of quality education. To this end, the curriculum must be characterised by both openness and flexibility, thereby enabling it to effectively address emergent challenges and opportunities. This necessitates the deliberate integration of contemporary issues and the provision of relevant instructional modalities that facilitate learner-led inquiry into subjects pertaining to their local environment and community concerns. Concurrently, there exists a prevailing imperative to equip learners with 21st-century competencies and learning practices. These skills are principally oriented towards the cultivation of critical thinking, problem-solving, collaboration, perseverance, and creativity, amongst others, thereby fostering the capacity for life-long learning. This study interrogates the role of the Writers’ Workshop Approach (WWA) in promoting community service and the acquisition of language skills. This investigation was precipitated by an observed misalignment between the general aims of the Lesotho English Language Grade 9 syllabus and its concomitant learning outcomes and pupil experiences. Methodologically, this research employed a multi-faceted approach to data generation, utilising pre- and post-tests, questionnaires, focused group discussions, and reflective journaling. The study aims to address the identified pedagogical gap by deploying the Writers’ Workshop Approach as an innovative intervention to ameliorate this issue of curriculum quality. The key findings demonstrate that language skills are most effectively acquired not in isolation, but through engagement with authentic, everyday activities, thereby ensuring genuine communicative competence. Furthermore, the analysis revealed that the WWA significantly enhanced learners' writing proficiency, problem-solving abilities, and capacity for collaborative learning. Consequently, this study proposes the revision of the English Language syllabus to incorporate community-based writing activities, thereby aligning pedagogical practice with the demands of a performance-based curriculum and the development of essential 21st-century skills.Item Open Access Exploring teachers'experiences in using cognitive diagnostic assessment in primary schools in Lesotho(National University of Lesotho, 2025) Mokhethi, Moipone; Ayanwale, Musa Adekunlen 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.Item 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, MahaoThe 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).Item Open Access Incorporating guided writing to enhance Grade 9 learners'argumentative essay writing skills in the English as a second language (ESL) classroom at a school in Maseru(National University of Lesotho, 2025) Phoofolo, Ngakana Zeldan; Mahao, MahaoThe study’s primary objective was to explore how the use of guided writing enhance Grade 9 learners’ argumentative essay writing skills in English as a second language classroom. The study was guided by the lenses of Socio-Cultural theory by Vygotsky. The research employed a single group pre and post -test experiment in a mixed methods approach. One school was conveniently selected which was near the researchers’ location and 12 Grade 9 learners were selected purposively. Data was collected through tests and focus group discussion. Quantitative data collected from pre and post-test were analysed by applying descriptive statistics through the use of SPSS version 27. Qualitative data generated from focus group discussions with learners were analysed thematically. The pre-test findings after categorisation with a pre-determined analytical rubric revealed that many learners’ writing level were at emerging and developing levels. That is, learners’ writing seemed to lack proper paragraphing, thesis statement and logic. After experimenting with the guided writing, the post-test results unveiled that learners writing have developed as many learners were on the proficient and competent level. Also the mean, median and standard deviation of the post- test were higher than of the pre-test which implied that the experiment was a success. The focus group discussions discovered that most learners preferred to be scaffolded, collaborating with their peers through grouping and paring and guidance from their teacher. The study concluded that the accomplishment of the experiment is influenced by clear instruction and collaborative learning environment. The study recommends that teachers should offer scaffolding and gradually release the assistance bit by bit as learners’ progress. Future researchers may explore how guided writing can enhance other types of essay writing in ESL learners.Item Open Access Exploring learners' percerptions towards intensive reading strategy on reading for comprehension in selected secondary schools in Mafeteng(National University of Lesotho, 2025) Mokote, Lebohang Suzan; Makumane, MakhuluThe school curriculum aims to equip learners with knowledge and skills required for successful livelihoods, emphasising work readiness and personal development. This qualitative study explored Grade 10 ESL learners’ perceptions of the Intensive Reading Strategy (IRS) within the framework of Ajzen’s Theory of Planned Behaviour and guided by Interpretivist Paradigm. Employing Inductive Thematic Analysis, six themes emerged: structured reading process, teacher as facilitator, assessment methods, learner attitudes, benefits and challenges of IRS. The findings indicate that IRS is most effective when implemented as a structured, interactive, and supportive multi-phase approach involving pre-reading, during-reading, and post-reading activities. Learners generally hold positive attitudes towards IRS, recognising its role in vocabulary development, language proficiency, and reading confidence, though cognitive overload and emotional challenges such as anxiety can hinder engagement. The study underscores the importance of differentiated instruction and formative assessment to meet diverse learner needs and enhance motivation. Therefore, IRS shows significant potential for improving reading comprehension and language skills in Grade 10 ESL classrooms, with implications for effective, learner-centred reading instruction that addresses both cognitive and emotional dimensions.Item Open Access Exploring academic risks and resilient factors associated with poverty in primary schools in the Mafeteng District(National University of Lesotho, 2025) Khutlane, Rebecca Malira; Matheolane, RetselisitsoeThis study explored the complex relationship between poverty, academic risks, and resilient factors among primary school learners in the Mafeteng district, Lesotho. By adopting a qualitative research approach and a phenomenological design, the study utilised a constructivist paradigm to fully understand participants' lived experiences. The study further identified specific academic challenges faced by learners from disadvantaged backgrounds, such as limited resources, truancy, and limited access to quality instruction. Through semi-structured interviews and focus groups with three principals, three teachers, and five learners from grades five, six, and seven of participating schools, this research investigated key resilient factors that helped learners from low- income families overcome adversity. Some of the key resilient factors identified in this study were strong intrinsic motivation, strong community-based programs such as safe homes, food parcels, and the availability of mentors, as well as support from teachers, family, and friends. By analysing these intertwined elements, the study sought to offer valuable insights to inform the development of targeted educational interventions and policies to improve academic outcomes and foster resilience among vulnerable learners in the Mafeteng district in Lesotho. Lastly, the findings revealed that financial constraints displayed a rather major challenge for smooth learning, which often led to a lack of essentials and created an environment where the disadvantaged are abused and exploited through child labour and sexual abuse. Regardless, the study also found that a number of these learners still achieved excellence. This success was mainly due to support from the community, and safe homes for those who needed a place to stay. Therefore, there should be more ways in which the learners from disadvantaged homes can be protected and kept away from those taking advantage of their needs and family status.Item Open Access Reading to learn for effective writing of a narrative essay(National University of Lesotho, 2025) Twala, Daniel Twala; Mataka, Tawanda WallanceThis study explores the effectiveness of the Reading to Learn (RtL) approach in teaching narrative writing to learners at a school in Mafeteng, as well as their perceptions and attitudes towards their writing development. A one-group pre-test and post-test design was employed, with a purposively sampled class of 35 learners receiving an intervention within an action research framework. Learners' results were evaluated before and after the RtL intervention. The study adopted a mixed-methods approach, incorporating both quantitative and qualitative techniques for data generation. Data collection methods included classroom observations, field notes, document analysis, closed-ended questionnaires, focus group discussions, and a semi-structured interview. Descriptive and content analyses were used to evaluate data from the learners and one English teacher. Descriptive analysis involved statistical measures such as frequency percentages, means, and standard deviations, which were calculated using a paired t-test via SPSS 20 and then merged into common themes. The difference between learners' narrative writing results – before and after the intervention – was statistically significant. The findings revealed that learners' narrative writing performance had improved, and they held positive perceptions and attitudes towards the intervention. Consequently, it was concluded that the RtL approach can enhance learners' narrative writing skills.Item Open Access Integrating arts into curriculum to enhance entrepreneurship skills(National University of Lesotho, 2025) Makhoabenyane, Palesa; Motebang, Bonane MThe 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.Item 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, BonaneThe 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.Item 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 MakumaneInformation 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.Item 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; Makumane, MInformation 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.Item Open Access Integrating arts into curriculum to enhance entrepreneurship skills: A case of three Botha-Bothe Schools(National University of Lesotho, 2025-10) Makhoabenyane, Palesa; Motebang, B. 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 theintegration 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.Item Open Access Incorporating PICRAT Model to develop geospatial technological skills in Geography learners(National University of Lesotho, 2024-09) Rantso, Mafane BIn the wake of technology affecting all facets of our lives, development of learners’ technological skills has become more crucial in different countries’ education systems. This study employed passive, interactive, creative, replacement, amplifying and transformative model (PICRAT) to geospatial technological skills of geography students. Purposively, pre and post-tests, interviews, observations were used to generate data from 28 Grade 10 Geography students in one school in Maseru. The data was thematically analysed, and the findings reveal that PICRAT has a positive influence on the development of geospatial skills of learners. The reason being that PICRAT allow learners to passively and actively interact with the technology. The study has discovered that PICRAT enhances students’ motivation, participation and productivity. It is recommended that the Ministry of Education and Training, through the National Curriculum Development Centre (NCDC), should consider including technology models such as PICRAT in the Lesotho Education Policy as one the approaches that can be used to promote the development of technological skills. In addition, teachers should consider using PICRAT to guide their technology integration practices in classrooms. This may be possible by varying classroom activities when integrating technology in their teaching. Again, as a way of introducing learners to GIS, it is recommended that Geography teachers use google earth and google map in their teaching.Item Open Access Investigating Teachers’ Perceptions Concerning the use of Authentic Assessment in Lesotho Schools(National University of Lesotho, 2024-09) Tsoana, Mahlape Asnathexiv 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 disseminationItem 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 CharlotteCountries 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.Item 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 AlphoncyInformation 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.Item Open Access Employing word mapping to enhance English vocabulary development of Grade 10 learners at a Secondary school in Roma(National University of Lesotho, 2024-08) Maboee, 'Malesia AgnesIn today’s fast-paced era, having a strong command of the English language vocabulary is crucial. For English as a second language (ESL) learners, developing English proficiency relies heavily on their understanding of the language’s vast vocabulary. Against this backdrop, this study investigated the effectiveness of word mapping to enhance learners’ English vocabulary development at a secondary school in Roma, Maseru. The theoretical underpinnings of this participatory action research draws from Schmitt’s Theory of Vocabulary Learning Strategies, Vygotsky’s Social Constructivism Theory, and Sweller’s Cognitive Load Theory. Through the pragmatism paradigm lens, the research adopted a sequential explanatory mixed methods approach, involving Grade 10 English language learners. Sampling techniques included convenience and purposive samplings. Data collection involved tests, questionnaire, focus group discussions and reflective journal. Descriptive statistics were applied to analyse quantitative data, while thematic analysis was utilised for qualitative data. Analysis softwares used were SPSS and ATLAS.ti programs. The findings unveiled that several factors hindered learners’ vocabulary development prior word mapping intervention, including low self-confidence, limited exposure to the English language, inadequate resources and ineffective teaching methods. The study further revealed that word mapping significantly enhanced the English vocabulary development of Grade 10 learners. As a result, students demonstrated improved speaking and writing skills. The study recommends that the National Curriculum Development Centre should consider revising the Integrated Curriculum to incorporate explicit English vocabulary instruction. Furthermore, providing teachers with specialised training and awareness on the importance of vocabulary in ESL is highly recommended. Collaboration between all the stakeholders, including teachers, learners, parents and community is advised, to facilitate effective English vocabulary development and overall mastery of ESL in Lesotho secondary schools.