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1
Molapo, Cecilia Mamojela. "Experiences of young school-going mothers in high schools at Leribe District of Lesotho." Thesis, University of Zululand, 2012. http://hdl.handle.net/10530/1214.
Full textAbstract:
A dissertation submitted to the Faculty of Education in the fulfilment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, South Africa, 2012.This study examined the experiences of young school-going mothers with regard to how their teachers, classmates/peers and the community view them. A qualitative research design was deemed on appropriate approach for this study. The sample comprised of 10 young school- going mothers from 5 high schools in Leribe district of Lesotho. Interviews were used to collect data individually and in focus groups. Data were analyzed qualitatively using the process of content analysis. Information emanating from the interviewers were transcribed and coded into themes pertaining to the school-going mothers’ experiences in high schools. The findings suggest that the young mothers were not supported by some of their teachers; they were rejected by their peers and classmates and, labeled by the community they live in. Sample comprised 10 young mothers from 5 high schools in Leribe district of Lesotho. On the basis of the findings, both curative and preventative strategies were recommended for dealing with young school going mothers.
2
Shawa, Mirriam. "Utilization of reproductive health services by high school adolescents in the Thaba-Tseka District in Lesotho." Thesis, University of Limpopo (Medunsa Campus), 2012. http://hdl.handle.net/10386/679.
Full textAbstract:
Thesis (MPH) -- University of Limpopo, 2012.Background: Youth friendly services were introduced in all the ten districts t of Lesotho to meet the adolescents health needs including reproductive health of adolescents. Despite this initiative there is still a high prevalence of teenage pregnancy and human immunodeficiency virus (HIV) infection among young people. Aim: The aim of the study was to investigate the utilization, and factors influencing the utilization of reproductive health services (RHS) among high school adolescents in Thaba-Tseka district of Lesotho. Methodology: This was a quantitative descriptive cross-sectional study. The study population was adolescents aged between 13 -19 years in the two high schools in the district. A total of 800 adolescents were asked to complete a structured, self-administered questionnaire. Descriptive statistics were used to summarise demographics, sexual activity, experience of sexually transmitted infections (STIs), and awareness and use of RHS. The chi-square test was used to identify associations between categorical variables, and binary logistical regression modelling was used to identify significant predictors of utilisation of RHS. Results: The response rate was 97.5% (780/800), but only 723 questionnaires had sufficient data to be analysed. The mean age of respondents was 16.4 years with a standard deviation of 1.7years. Of the respondents, 49.5% (358/723) had been sexually active with the youngest age at sexual debut of 8 years. Of these, 71.5% (256/358) were presently sexually active; 82.4% (295/358) had low overall levels of awareness of RHS; 37.9% (136/358) had ever visited the adolescent health corner (AHC); 34.9% (125/358) reported that there was a place that provided RHS in their local clinic; 57.3% (205/358) had ever used condoms; and 56.7% (203/358) had experienced a STI; Of those presently sexually active, 89.5% (229/256) used some form of contraceptive, with 95.2% (218/229) buying condoms from a retail shop although only 94.0% (205/218) reported using them, while 38.9% (89/229) also obtained them from the AHC. Only 13.3% (27/203) of those who had experienced signs of STI ever visited the AHC for treatment. Of those who knew about RHS, 54.4% (68/125) utilized the services. Statistically significant predictors of RHS utilization were having a friend using RHS (odds ratio [OR] =8.87; P value< 0.001) and access to RHS (OR=7.97; P < 0.001). Participants in higher grades were significantly less likely to use RHS compared to participants in lower grades (OR=0.21; P<0.001). Conclusion: Almost half of the adolescents engage in sexual activity at an early age and RHS are under-utilised, mostly because of lack of access. There is a need to embark on increasing accessibility of RHS among adolescents to promote utilization of RHS.
3
Mofolo, Mamolete Iris. "A professional development intervention in the teaching of English in a rural high school in Lesotho." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65446.
Full textAbstract:
The focus of this research is on implementing a professional development intervention aimed at improving the teaching practice of teachers teaching English as a subject at a rural high school in Lesotho. The study presents the way in which I as the principal researcher and my English teacher colleague facilitated learning, using innovative methods in our English classes in a way that promoted learner-centredness. In this study improvement of the teaching practice of teachers of English was intended to reduce the overuse of mother tongue in English classes to promote the teaching of English through English (Cook, 2005) and to improve learners’ proficiency in English as a subject. The study was conducted using an action research design. Action research was used as a professional development process with a view to improving educational practice; it enabled me as the facilitator of the professional development intervention and my colleague to rethink our approaches to facilitating learning of English in order to innovate our teaching. A mix of qualitative and quantitative approaches was used for collecting and analysing both qualitative and quantitative data in one study. These approaches were used to promote an in-depth understanding of the research problem under investigation. Open-ended interviews, observations, observation sheets, reflective journals and a questionnaire were used as data collection procedures that created a convergence of viewpoints, methods and conclusions. The conceptual and theoretical framework that guided the study emerged from the literature review. Findings of the study revealed that the innovative methods implemented in the English classes at a rural high school have contributed to the improvement in professional development and the teaching practice of teachers of English. Although learners preferred the use of both English and mother tongue in their English classes, findings of the study have revealed that there was an improvement in learners’ proficiency in English as a subject which was facilitated using English. The study recommends that the whole brain thinking model, multiple intelligences and action research as a constructivist approach be utilised daily in English classes and in all learning areas in Lesotho high schools as a basis for transformation and facilitation of learning that promotes learner-centredness.Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted
4
Ramafikeng, Matumo. "The prevalence of health risk behaviours among high school learners in the city of Maseru, Lesotho." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/11238.
Full textAbstract:
Includes abstract.Includes bibliographical references.
This study was the first of its nature in Lesotho. Engagement in health risk behaviours is a public health concern, due to the consequences thereof. Concurrent engagement in risk behaviours has severe consequences on health and occupational abilities of the youth. The aim of the study was to establish and document the prevalence of risk behaviours among high school learners in the city of Maseru, Lesotho.
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Mosaase, Mpho. "The perceptions and attitudes of boys and girls towards schoolgirl pregnancy at 'Mampota High School in Berea, Lesotho." Thesis, 2004. http://hdl.handle.net/10413/3166.
Full textAbstract:
This study explores perceptions and attitudes of boys and girls towards schoolgirl
pregnancy at 'Mampota high School in Lesotho. No policy exists in Lesotho concerning
school girl pregnancy. While Lesotho espouses democratic rights to all, pregnant
schoolgirls continue to be excluded from the school system. In this era this does not only
discriminate but also impinges on one of the fundamental rights of girls, the right to
education. Pregnant girls continue to drop out of school because of the negative
perceptions and attitudes of teachers and other students even in countries where expulsion
is outlawed. Although these attitudes reflect myths and stereotypes, they are not illusions.
They remain powerful and are a major driving force behind pregnant girls dropouts. They
reinforce the stereotypical construction of gender and work to marginalise and
disempower young girls. These perceptions and attitudes sentence girls to a life of
subservience and reduce their life chances both economically and socially.
Focus group interviews and questionnaires were used examine the attitudes of boys and
girls towards schoolgirl pregnancy at MHS. The findings suggest that both boys and girls
construct gender in ways that discriminate against pregnant schoolgirls, but girls as more
prejudiced than boys towards pregnant schoolgirls. A good sign emerging from the study
is that not all boys and girls take this position and this points to the possibility of making
the school a safer place for pregnant school girls.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
6
Thamae, Malitsoanelo Nthati. "Lesotho High School students' conceptions of earthquakes." Thesis, 2006. http://hdl.handle.net/10539/346.
Full textAbstract:
Degree: Master of Science
Department: ScienceThis study examined conceptions about earthquakes held by the selected high school students in Lesotho. A survey was carried out at one high school with students from three different grades; Form A students who had not yet received formal instruction about earthquakes, and Form C and Form D students who had dealt with the topic in school. Some of the students in the sample had experienced an earthquake. A diagnostic test was used to elicit conceptions from 130 students. Follow-up interviews were conducted with 6 students, with the purpose of probing certain responses from the test. In particular, test responses that were probed included; first, those which showed confusion between earthquakes and volcanoes, and second, those which used indigenous beliefs to explain causes of earthquakes. The conceptions held by students in the three grades were analysed and compared. From the results the following findings emerged: First, many students appear to be confused in their understanding between earthquakes and volcanoes, particularly those who had received classroom instruction on these concepts. Some of the students could not distinguish between an earthquake and a volcano, while others seem to think that earthquake occurrences are always linked to volcanic activity. Second, several students across the three grades could not differentiate between movements of the earth’s crust which result in earthquakes and the larger scale movements, i.e. the rotation and revolution of the earth. Third, generally students across the three grades appear to have scientifically correct ideas about the causes of earthquakes. Also, the majority of students attributed the causes of earthquakes to water, perhaps because the earthquake in their area was caused by impoundment of the dam. However, students seemed to be uninformed about the mechanisms or processes behind the occurrence of earthquakes. Finally, a few students across the grades used indigenous beliefs to explain earthquakes. With an awareness of the conceptual and cultural difficulties students in Lesotho are likely to encounter in the learning of earthquakes, teachers can prepare in advance to handle such issues, as they are critical in the understanding of the phenomenon of earthquakes.
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Lebuso, Phehlane Churchill. "Learning strategies of successful high school science students." Thesis, 2010. http://hdl.handle.net/10413/8820.
Full textAbstract:
The purpose of this study was to explore the learning strategies that are used by
successful science students. In addressing this purpose, a mixed methods approach was
adopted in which both quantitative and qualitative methods of data production were
used. The participants were both successful and less successful high school science
students from grades ten to twelve inclusive. Quantitative data was collected through
questionnaires and analysed. The qualitative data was collected through individual semistructured
interviews and focus group interviews. This was analysed using a qualitative
thematic approach. The research questions were first about the learning strategies that
successful science students seemed to use in order to do well academically, and secondly
the question of the factors which influenced these successful students. The findings are
that there are differences in the use of strategies between the successful students and
their less successful counterparts. The successful students in general reported using more
learning strategies more often than the less successful students. Successful students also
reported that they engaged in strategies for regulating the effort they applied to work on
difficult or boring tasks. They engaged more in cognitive strategies that involved deep
processing of information, while the less successful students relied more on rehearsal
and more superficial strategies like text underlining. Successful students also engaged
more in self-regulatory activities that allowed them to monitor and regulate the way they
learn. The findings also revealed that the successful students reported that they are
influenced in their studies more by such factors as family support, the love of the subject
and their goals or ambitions.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2010.
8
Thekiso, Maelia Anna. "Marginalisation of school-going mothers in high schools in the Maseru district of Lesotho." Thesis, 2016. http://hdl.handle.net/10539/22681.
Full textAbstract:
A research report submitted to the Wits School of Education, Faculty of Humanities, University
of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of
Education by combination of coursework and research.
Johannesburg, 2016.As a fulfillment to the Constitutional obligation which is to offer education as human right to everyone, Lesotho has introduced free primary education in schools. This is also a commitment to the Education For All movement. Despite the initiative the country has taken, there are some vulnerable groups of children who are deprived of their right to education. These include girls who fall pregnant while still pursuing their studies. These girls are faced with challenges which include being expelled from school when they fall pregnant. Those who are allowed to continue their studies, they experience marginalisation that may result into exclusion from school. This qualitative study has therefore investigated marginalisation that is experienced by the girls who fall pregnant while still at high school in the Maseru district of Lesotho. The study was conducted through interviews with teachers, pregnant girls, and girls who have babies and still in school, and girls who should be in school, but have been asked to leave school. The findings revealed that girls in schools and out of school are marginalised for similar and different reasons by their teachers, parents and peers. Teachers use language and labeling which humiliate these girls while parents neglect their daughters when they fall pregnant. Rejection by peers has also been revealed in this study. All these marginalisation experiences could be attributed to the silence of the Lesotho Educational Act about teenage pregnancy. Schools in the sample have different policies with regard to teenage pregnancy. As a result some schools exclude teenage mothers from education.
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9
Motjoli, Moeketsi. "A study of factors promoting high teacher turnover at Mabathoana High School in the Maseru district in Lesotho." Thesis, 2004. http://hdl.handle.net/10413/1840.
Full textAbstract:
This study was designed to investigate "Factors promoting high teacher turnover at Mabathoana High School in the Maseru district-Lesotho". This is a church school situated in the urban areas of Maseru. This study employed a case study approach
where the following questions were raised: What is the nature of leadership within the school, how are the relationships within the school as well as to what extent does the community around the school influence teacher turnover? The findings of the study revealed that the leadership did not seem to adequately involve sub-ordinates in decision-making. Moreover, relationships among teachers as well as between teachers and students seemed to be smooth, but relationships with the principal seemed to be not conducive. The community around the school did not seem to contribute to teacher turnover in the school, as it seemed to be supportive of teachers' activities. The recommendations of the study were that the Ministry of Education should review the Teaching Service Regulations in order to ensure that principals are trained in administration, leadership and management skills before assuming the position of headship. School leaders should involve teachers in decision-making to a greater extent through the use of teamwork. School leaders should ensure that teachers are adequately motivated at all times. This can be achieved through the establishment of co-ordinated staff development activities, provision of incentives and so forth. Teachers should be assisted to improve and strengthen the existing relationships Between themselves and the management, among themselves, between themselves and students as well as between themselves and the entire community are sound. They should also increase areas of school community interaction. This can be achieved through more staff development workshops, which will enhance their skills.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.
10
Leu, Mokete Moses. "Factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho." Thesis, 2004. http://hdl.handle.net/10413/2009.
Full textAbstract:
This study sought to investigate factors that enable high pass rates at Cambridge Overseas School Certificate (C.O.S.C.) level at Botha-Bothe High School in Lesotho. The focus of the study has been on three broad possible factors, namely the nature of leadership within the institution, the relationships between administration and teachers, amongst the teachers and between the teachers and learners, as well as resources available in the school. The study used a triangulation of three instruments: interviewing, observation and document analysis to collect data. These three instruments helped the researcher to collect proof-checked information and arrive at concretized conclusions. The Principal, Deputy-Principal, HODs and teachers who participated in interviews, handed to the researcher the necessary documents and took the researcher around to different teaching centres. Having investigated and correlated all the results, the researcher concluded that the following are possible factors that could improve pass rates. The first factor is a sound leadership that allows interaction, that manages time, that motivates other stakeholders, and that includes its subordinates in decision-making. The second factor is warm relationships between management and staff, amongst the academic staff and between teachers and students. The third factor is the availability and good management of resources (human and material).Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.
11
Lebona, Mampoi. "Gender power and sexuality : Basotho High School boys' responses to risky sexual behaviour." Thesis, 2012. http://hdl.handle.net/10413/9484.
Full textAbstract:
This study explores young men understandings of, and engagement in, risky sexual behaviours.
The group of young men the study focuses on is in a high school in Lesotho. They are aged
between 16 and 17 years. The motivation for the study is that, despite a series of campaigns
designed to increase awareness and knowledge associated with sexually transmitted diseases,
especially HIV/AIDS, young boys in Lesotho continue to engage in risky sexual behaviours and
practices. It is in this context that the purpose of the study was to investigate how gender power
is intimately tied in with meanings young men in Lesotho attach to sexuality. The related aspect
investigated in this study, furthermore, was to investigate ways in which gender power operates,
and ultimately contribute into boys’ and girls’ risky sexual behaviours that make them vulnerable
to the HIV/AIDS pandemic. The study employs qualitative research methods to achieve these
aims and, accordingly, utilises focus group and individual interviews, with six purposively
selected high school boys as research instruments. The findings reveal that, while some boys
engage in risky sexual practices, others express determination to practice safe sex. Thus, the
study reveals that despite the fact that some boys are engaged in unsafe sexual practises and
multiple sexual partners in heterosexual relationships to comply with the notion of masculinity
and societal expectations of MANHOOD, others are beginning to question such attitudes. There
is therefore multiple and varied perspectives on this issue among the small sample selected for
this study.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
12
Matalasi, Julia Masetho. "The role of the school governing bodies in Lesotho: A case study of four high schools." Thesis, 2014.
Find full textAbstract:
The involvement and active participation o f stakeholders in school governance through a
fair representation creates a sense o f accountability, ownership and belonging to a school.
This study examined and assessed the roles and functions played by the School
Governing Bodies (SGBs) in Lesotho Secondary and high schools. In doing this, the
study investigates how the roles and functions are put into practice and find out the
stakeholders perceptions about the SGBs.
A case study of four high schools was carried out. To capture the stakeholders’
perception about the SGBs, the study used semi-structured interviews and unstructured
observations. The opinions were sought from the following stakeholders; parents
,teachers, chiefs, proprietor’s, nominees, district education officers (DEOs) and District
Resource Teachers(DRTs). In addition, this study was informed by local and
international literature on school governance.
The study reveals that even though tha Lesotho policy on school governance was
established within a short time without adequate preparations, the structure is highly
supported by the respondents. However the members o f SGBs need regular training for
the duties they are expected to perform and to know the powers they have. The findings
also indicate that, if there are strong bonds and partnerships between the members of
SGBs, teachers, students and the community at large, there will be cooperation and
commitment. The study recommends that learners should be included in the SGB because
they are future leaders. If you do not take the children forward, the future will remain in
the past.
13
Tsilo, Gerard Mangana. "An investigation into the management of induction of teachers at Zenon High School, in Berea, Lesotho." Thesis, 2002. http://hdl.handle.net/10413/2027.
Full textAbstract:
The purpose of this study was to investigate how the process of induction was managed at Zenon High School, in Berea, Lesotho. To this end, a case study approach was employed and an attempt was made to identify what passed for induction, in this school, as this has a bearing on the management approach that may be adopted. The next step was to address three important questions: the nature of provision for induction made in the school; what experiences teachers had of induction; and the needs teachers believed could be addressed through induction, as well as how better these might be addressed, all of which reflect the question of what passes for induction in the school. Lastly, the issue of what is generally or commonly regarded as the purpose of induction, and the 'best' practice in the management of this process, was considered. Analysis of data, in this connection, indicated that there were considerable differences between the management of induction in the school, as reflected by the nature of provision for induction made in the school and the experiences of teachers with regard to the process of induction in the school, and what is commonly argued to be the 'best' practice in the management of this process. The findings further indicated that the induction programme in the school was organised by the local university for recent graduates with a teaching qualification; that participation of the school in decision making was limited only to implementation aspect of induction management, with the planning and evaluation aspects remaining the sole responsibility of the university; that, based on their experiences of the process of induction and their believes of what needs should be addressed through induction, teachers felt that their induction in the school was inadequate.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2002.
14
Motsabi-Tsabi, Ntseliseng. "Girls coping with sexual harassment issues in a high school in Maseru, Lesotho." Thesis, 2002. http://hdl.handle.net/10413/3210.
Full textAbstract:
This study attempts to broaden the knowledge and understanding of issues of
sexual harassment experienced by girls in a high school in Lesotho. It does this
by focussing on Form D girls in one high school in Maseru, here referred as Fora
High School; and consequently how they cope with it.
The study locates itself as concerned with gender justice. It assumes that it
constitutes a discursive position that contrasts and opposes dominant patriarchal
discourses. It sets out also to establish to what extent sexual harassment
occurred and how it was perceived by those that experience it. It is a qualitative
study that employs narratives and observation as the research methods. To
achieve this, a module that introduced concepts of sexuality and sexual
harassment preceded the data collection.
Although the study was confined to Form D girls and did not include all the girls
in this school, findings reveal that girls in this class experienced and observed
sexual harassment in this school and more specifically in the classroom than
anywhere else. Teachers were the major perpetrators of sexual harassment.
Studying the narratives presented as data, physical harassment was the most
frequently reported form of harassment. When such behaviours are reported,
teachers ignore it and this suggests that they 'normalise' sexual harassment and
thus reinforce dominant patriarchal discourses of hegemonic masculinity.
Based on the participants' narratives and also arguing from the discursive
position of gender justice, recommendations are suggested for this school and
others to introduce sexuality and sex education in an attempt to make schools
more equitable places for girls. It proposes that educational policies and
curricular development more generally be revisited and to ensure that they are
addressing sexuality education and therefore sexual violence particularly.Thesis (M.Ed.) - University of Natal, Durban, 2002.
15
Molapo, Tsepo Augustinus. "Teacher's and management perceptions on factors that influence poor academic performance of form 'E' students at Maryland High School in Lesotho : research report." Thesis, 2004. http://hdl.handle.net/10413/3666.
Full textAbstract:
This study investigated perceptions of teachers and school management on factors influencing poor academic performance of Form 'E' students at Maryland High School in Lesotho. After realizing that the poor academic performance by Form 'E' students was a national crisis, the study aimed to examine factors that influenced poor academic of Form 'E' students. This study adopted a qualitative method through which data was collected from the principal, deputy principal, heads of department and teachers. A qualitative design used interviews, observation and document analysis to collect data for the research. The research findings disclosed that teachers and management perceived that the following factors influence poor academic performance of Form 'E' students at Maryland High School:1. Leadership of Maryland High School is very poor. 2. The running of the school without clearly written or documented policies. 3. The control of the school funds by the chairperson of the School Board instead of the principal. 4. Absence of a library and poorly equipped science laboratory. 5. Teachers are not motivated due to lack of some teaching and learning materials. 6. Heads of department are not involved when decisions pertinent to management are made.Thesis (M.Ed.)-University of KwaZulu-Natal, 2004.
16
Tsilo, Mathabo Claurina. "An investigation of teachers' assessment practices at Zenon high school in Lesotho." Thesis, 2006. http://hdl.handle.net/10413/1528.
Full textAbstract:
The literature has shown that the traditional way of assessment which is paper-pencil
tests and/or examinations has always been the most dominant and trusted form of
assessment. This study investigated assessment practices of Zenon high school teachers
in Lesotho. Assessment practices investigated by this study are of teachers from all
subjects taught at the above-mentioned school. The study has been based on formative
and summative assessment concepts. To answer one overarching research question, a
case study approach has been used. Questionnaires were administered to 28 teachers in
one school. Teachers' assessment documents and learners' exercise books were analyzed.
The data collected were analyzed by means of tables and graphs. The findings from 14
teachers revealed that teachers use various assessment techniques to assess learners, but
the most dominant form of assessment employed by teachers in all nine subjects is
traditional paper-pencil tests/examinations. Teachers use traditional tests/examinations
because they are convinced that it is the best way through which they can discover how
learners have acquired what they have been taught. Alternative assessments or
assessment techniques that require time to complete like practical projects etc are rarely used by teachers.Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.
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Lekena, Mots'elisi Anacletta. "An exploration of learners' experiences of bullying as an act that promotes exclusion in a high school in Botha-Bothe district, Lesotho." Thesis, 2016. http://hdl.handle.net/10539/22621.
Full textAbstract:
Submitted in partial fulfilment of the requirements for degree of
Master of Education
in the Faculty of Humanities
at the University of the WitwatersrandThis study explored learners’ experiences of bullying and how it makes them feel excluded in a school in Botha-Bothe district, Lesotho. A qualitative research method was applied, which included analysis of data obtained from narrative essays and from individual, semi-structured interviews. A narrative essay question was given to 76 Grade eight learners who participated in this study to write about their experiences of bullying and how it makes them feel. Out of these 76 Grade eight learners who wrote narrative essays, a purposive sampling was used to select 6 learners who seemed to experience multiple forms of bullying to participate in individual, semi-structured interviews. Various forms of bullying, the effects and factors that contribute to bullying which make learners feel excluded in a school environment are described. The study explicates that learners were exposed to multiple forms of bullying, for example, physical and verbal bullying. In addition, it was established that bullying exhibits psychological and emotional effects, particularly on the victims. Unique to this study were participants’ perceived reasons why they think they are vulnerable to bullying and what they think triggers some learners to bully others. The study was brought to a conclusive end by highlighting the need for a systematic way of assessing and addressing the problem of bullying in schools. The study also highlighted that parental involvement is as crucial in dealing with cases of bullying as it is presumably caused by the way in which children are raised from their homes.
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Kalanda, Kasongo. "An investigation of ICT integration in the Lesotho secondary and high school science classroom." Thesis, 2012. http://hdl.handle.net/10500/5808.
Full textAbstract:
This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho secondary and high school science classroom, with the aim of establishing how effective e-learning and integration of ICT can be supported. E-learning was perceived by education stakeholders in Lesotho as an effective way to enhance teaching and learning. To this end, Lesotho embarked on three partnership projects, namely SchoolNet, Microsoft STIC and NEPAD e-School Projects.
There is a volume of research, international and regional, on e-learning and ICT integration, mainly conducted by European and American researchers. This study by an African author, therefore, fills a gap. Using a variant of action research, the author undertook six studies over four years, investigating the extent of computing infrastructure in schools and ways in which e-learning was implemented in subject-based teaching. In particular, he studied barriers to ICT implementation in Lesotho; advantages and disadvantages of combining e-learning with classroom practice; the perceptions, aptitude and skills of Lesotho science teachers and students; professional development programmes; and preparations for introducing e-learning, including infrastructural issues.
Literature studies were conducted, following which pertinent concepts from the literature were used to generate a framework of evaluation categories and criteria for addressing the research questions of this study. The criteria were translated into questions and evaluation statements for data collection instruments for the empirical studies.
Triangulation in data collection and analysis was provided by applying multiple and mixed data collection methods: questionnaires, interviews, observations and case studies, to gather data from principals, teachers and students in selected schools across the three projects and in varying regions of Lesotho. The study identified notable progress, but determines that more remains to be done, on an ongoing basis, to support secondary and high schools in Lesotho with implementation plans and strategies. The study concludes with guideline and recommendations for educators.Computing
D. Phil. (Mathematics, Science and Technology Education)
19
Pokothoane, Mokhele Wilfred. "Challenging trading traditional disciplining structures in a girl's high school in Lesotho : Exploring alternative ways of doing pastoral care." Thesis, 2011. http://hdl.handle.net/10500/4610.
Full textAbstract:
This research concerns disciplinary practices within a school system in
Lesotho. The school that has been researched is a girl’s high school in
Maseru (the capital of Lesotho). The school belongs to the Anglican Church.
I (the researcher) am a Mosotho man and an English and Religious Studies
teacher in this school. For a while I have been concerned about the way
punishment happens in the school, often leaving girls feeling shamed and
powerless in the face of authority. I have also noticed that these disciplinary
practices are losing their effectiveness, in that girls are showing resistance to
the system. In other words corporal punishment, which has been the
traditional form of discipline, is proving ineffective in today’s world. The
researcher also considers this form of discipline abusive of power. It is in the
light of this that I worked within this system, both with pupils, as well as
teachers, to explore alternative practices that might work with pupils, that
are respectful of all parties concerned. The research is a participative action
research, using collaborative narrative practices in working with both
students and staff at the school.Practical Theology
M. Th. (Pastoral Therapy)
20
Lekhetho, Mapheleba. "The impact of the education management system on the effectiveness of secondary schools in Lesotho." Thesis, 2003. http://hdl.handle.net/10500/3117.
Full textAbstract:
The primary purpose of the study was to investigate the factors that cause most Lesotho
secondary schools to perform poorly in the Cambridge Overseas School Certificate
examinations. The findings of the study show that the problems that contribute to the
ineffectiveness of most secondary schools are multiple and interrelated. These problems
can be identified at the macro or policy-making level at the Ministry of Education, and at
the micro or the individual school level.
At macro level, there appears to be a lack of adequate capacity among the senior
management staff to perform the management and governance functions effectively, so
that substantive improvement could be realised in the day-to-day operations, and
academic results of schools. An upshot of this is that the professional support that the
Ministry of Education provides to secondary schools is inadequate. Furthermore, despite
the deepening poverty in Lesotho, the state does not provide textbooks to learners in
secondary schools. Consequently, many learners do not have all the textbooks, and this
affects their learning negatively.
At micro level, the problems that contribute to the ineffectiveness of most secondary schools include teacher tardiness, teacher absenteeism and a lack of learner
determination. It is contended that these factors indicate that the management of the school principals is weak. Moreover, because of poverty, many parents fail to pay school fees for their children on time. As a result, many learners are frequently sent back home by the principals to fetch money, and this reduces their academic learning time. The study also revealed that prior academic achievement of learners in primary schools is, to a large
extent, a major predictor of their achievement in secondary schools. In this regard, the highly effective schools, which have selective admission policies and accept mainly Form A applicants, tend to consistently outperform the average and less effective schools, which have open admission policies.
In order to improve the academic performance of secondary schools, it is recommended that the Ministry of Education officials, principals, teachers and learners should work more diligently and refocus their efforts on the core business of schools, namely, teaching and learning.Teacher Education
D. Ed. (Education Management)
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Molapo, Mpheng Patricia. "Exploring the disjunction between spoken and written English among second language (L2) learners at St Charles high school, Lesotho." Thesis, 2002. http://hdl.handle.net/10413/3665.
Full textAbstract:
This research project was primarily a qualitative investigation, the purpose of which was not to test a particular set of hypotheses, but rather to develop an exploratory analysis of the disjunction between spoken and written English among pupils at St Charles High School. In light of the lack of empirical and exploratory research on the use of English as a second language in Lesotho, the study aimed to investigate pupils' and teachers' perceptions on the use of English as a subject and medium of instruction. Chapter 1 presents an introduction of English and the formal type of education in Lesotho by missionaries just before the middle of the nineteenth century. Although English is regarded as the 'language of power' nevertheless the teaching and learning of the language has its own problems and teachers and pupils' experiences with second language learning in different local and international contexts are discussed in Chapter 2. The study used both qualitative and quantitative methods to gather and analyse data. A case study approach was employed using a range of instruments to collect data relevant to the aim of this project. The findings show that although pupils are generally proficient in spoken English and appear to understand the spoken language fairly well, assessment of their written exercises and during lesson observations indicates that their fluency in English is not related to their performance in written English. Therefore, fluency in English language does not necessarily form a sufficient basis to describe pupils as competent in English (L2). This does explain the possible difference between spoken and written English. The thesis does not offer tips for teachers nor are methods prescribed about how to teach English as a second language. Although limited to a particular high school (the detail and context of which are described in Chapter 3), much of what was found and the subsequent recommendations may be of value to improve the teaching and learning of English. I hope that this study, which was very much a pilot in nature, will help to highlight issues that might be addressed in more detailed studies in the field of second language learning.Thesis (M.Ed.)-University of Natal, 2002.
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Lematla, Lieketseng Justinah. "Lesotho high school learners' understandings of the nature of scientific inquiry in relation to classroom experiences." Thesis, 2012. http://hdl.handle.net/10539/11266.
Full textAbstract:
This study investigates learners‟ understandings of the nature of scientific inquiry (NOSI) in relation to their classroom experiences. Using the constructs of nature of scientific inquiry; inquiry-based teaching and learning; and principles of scientific inquiry as theoretical lenses, the study empirically explored learners‟ (n = 120) understandings of the nature of scientific inquiry which were captured through a questionnaire called Learners‟ understanding of science and scientific inquiry (LUSSI) and interviews and their perceptions of classroom inquiry (their experiences of inquiry were elicited through a questionnaire called Principles of scientific inquiry- student (PSI-S) and interviews). The participants were one hundred and twenty learners, 60 from each of two schools in an Education District in Lesotho. Eight learners, four from each school participated in the interviews. At the centre, the investigation sought to understand whether there was any relationship between learners‟ perceptions of their experiences of scientific inquiry and their understandings of the nature of scientific inquiry. As a result, this study was guided by the following questions: what are learners‟ understandings of the nature of scientific inquiry? What are learners‟ perceptions of their experiences of scientific inquiry? Are learners‟ understandings of NOSI in any way related to their experiences of scientific inquiry? Typological approach was used to analyse the qualitative data and descriptive statistics for analysing the quantitative data. The results of this study suggest that learners hold less informed understandings of the nature of scientific inquiry and that learners are experiencing closed-inquiry in their science classroom. The results also show that other learners‟ experiences of scientific inquiry are not related to their understandings of the nature of scientific inquiry. It was recommended that teachers should engage learners in inquiry activities rather than always carrying out teacher-demonstrations. It is also recommended that further studies should be done in Lesotho to examine the relationship between learners‟ understandings of NOSI and their perceptions of their classroom experiences.
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Setlolela, Isaac M. M. "An investigation of inside school factors which may contribute towards the high drop out rate in some of Lesotho secondary school." Thesis, 2010. http://hdl.handle.net/10539/7583.
Full textAbstract:
Statistics both from inside Lesotho and outside Lesotho indicate that there is a high drop-out rate in Lesotho schools (Ministry of Education and Training, 2007; Unite Nations Sub-Saharan Regional Report, 2006). This is despite the efforts of the government of Lesotho to try to bring down the rates of drop-out on all levels of schooling. In an effort to try to achieve this, the government in 2002 implemented a long waited programme of free education for all which was in line with the undertaking of many countries who are signatories to the Education for All (EFA) initiative. This was done so that all children can have access to free basic education.
However this initiative along with other reforms and initiatives taken by the government which provide bursaries for poor children (Nyabanyaba, 2008; MOET, 2007) so that learners can go to school, many learners still continue to drop-out of school. It is upon this basis that I decided to investigate whether there are factors inside schools which may be responsible for such a high drop out rate among learners in Lesotho secondary schools. In carrying out this research it was important that I engaged with actors within schools to get an understanding of what it is that may be pushing learners out of school.
The interactionist approach in this regard was very appropriate and helpful as Blumer (1969) and Cohen (1985) point out that through interactionism, one is able to get an understanding as to the processes that shape people‟s actions, thinking and why they react to circumstances the way they do. And interactionism again offered me an opportunity to understand what „strategies‟ they use to „cope‟ with the world Woods (1983). From this perspective ways in which actors make choices, improve and counter others‟ strategies in their „habitus‟ (Bourdieu, 1977) come under scrutiny.
My reason for taking this direction was based on my belief that it is not only factors outside school which can contribute to the high drop-out rate, but other
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factors from inside school can have the same impact as well. Many young people dropped out of school and may not be in a position to live „various lifestyles‟ (Sen, 2001). This is because once they drop out of school many of them take low paying jobs which force them to work under poor conditions, risking their lives and making them to live in poverty which counts among many forms of „unfreedoms‟ (Sen, 2001).
I selected four secondary schools to carry out my research. The participants in each school were ex-learners, one teacher and a principal. Two schools were based in the rural area while the other two schools were based in the urban area. I used Education Management Information System (EMIS) and other school resources to find out where the drop-out rate was the highest. I had originally intended to interview and administer a questionnaire to 40 ex-learners, 10 from each school, but I could only locate 25 learners as some had relocated to other places inside and outside Lesotho. All the interviews I had with teachers and principals, one from each school were tape-recorded. Ex-learners interviews were tape-recorded as well. The tape-recorded interviews were later transcribed.
My findings revealed that there exists an atmosphere of fear among learners particularly when it comes to their teachers. This fear as learners pointed out was caused by „bad treatment‟ learners get from their teachers. Teachers on the other hand complained that many learners were very disrespectful towards them. As a result the relationship that existed between teachers and learners was very strained as each group harboured some negative feelings towards each other. Other factors that came out included bullying, lack of teaching and learning facilities, effects of going to circumcision ceremonies especially for those schools located in the rural area and hatred of school. All these factors from inside school seem to have played a role in pushing learners out of school.
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Qhobela, Makomosela. "The influence of high school physics teachers' beliefs about physics and physics education on alternative conceptions in electromagnetism: a Lesotho study." Thesis, 1996. https://hdl.handle.net/10539/27806.
Full textAbstract:
A RESEARCH REPORT submitted in partial fulfilment of the requirements for the degree of MASTER OF SCIENCE in the SCHOOL OF SCIENCE EDUCATION of the UNIVERSITY OF THE WITWATERSRANDThis study was designed to investigate beliefs of Physics Teachers, in Lesotho, about Physics and Physics teaching and their awareness of students' alternative conceptions. The study used three questionnaires as its research tools. The first questionnaire investigated beliefs of teachers about Physics concepts, particularly electromagnetism, and the teaching of those concepts. An 'index of agreement' was calculated to determine the tendency of responses. The second queatlonnalre investigated teachers' awareness of students' alternative conceptions, while the third investigated Students' alternative conceptlons. Teachers' predictions are compared with the students' answers. The study shows some teachers having beliefs which can be grouped into two categories, namely constructlvlsts and empiricists. There is however no clear separation between the two categories. The study also shows that some teachers are not aware of students' alternative conceptlons, while some teachers had the same alternative conceptions as students,
Andrew Chakane 2019
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Leteka, Josephine Mabatho Mamalibeng. "Alcohol use/abuse among teenagers in selected high schools in Maseru city: the development of a health education programme." Thesis, 2003. http://hdl.handle.net/10500/823.
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Nkanda, Ntoa David. "The influence of school proprietors on the roles and responsibilities of school governing bodies in church-owned schools in Lesotho." Diss., 2017. http://hdl.handle.net/10500/24467.
Full textAbstract:
The focus of this case study inquiry was to explore the influence of school proprietors on the roles and responsibilities of the School Boards (SBs) in church-owned secondary schools in Maseru. The samples consisted of SBs chairpersons, school principals, parents’ representatives, and teachers’ representatives in the SBs and educational secretaries from three church-owned secondary schools. Interviews were used to collect data. The findings of this study revealed that the perceived roles of proprietors were to develop the learners holistically including religious values and morals. The SBs managed human resources, physical infrastructure, and school funds, and policy implementation. The relationship between proprietors and SBs was both positive and negative. The proprietors influenced SBs through promoting religious values and morals and by ensuring achievement of their academic goals. The proprietors’ sense of ownership and the desire for maintaining quality education motivated them to monitor the functions of SBs’ in their schools.Educational Leadership and Management
M. Ed. (Education Management)
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Ogolla, Samuel Otieno. "The causes of, and possible solutions to the post-high school dropout problem within the education system of Lesotho (a focus on the immediate post-high school dropouts of Rankakala region of Qacha's Nek district) /." 2003. http://catalog.hathitrust.org/api/volumes/oclc/56936181.html.
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Ralejoe, Malehlanye Constrantinus. "The perceptions of Lesotho secondary schools’ teachers about the inclusion of students with disabilities." Thesis, 2016. http://hdl.handle.net/10500/24439.
Full textAbstract:
Scholars emphasise the pivotal role that teacher perceptions play in the success of inclusive education (IE). Using Bourdieu’s (1985-1999) three conceptual tools of habitus, field and capital as a theoretical framework, this qualitative case study was designed to investigate secondary school teachers perceptions of IE – particularly with regard to the inclusion of children with disabilities in mainstream schools in the Maseru District of Lesotho. Data were collected using rural and urban focus-groups’ interviews. After analysing the data using categorical indexing, and discourse and comparative analysis methods, seven overriding themes emerged: teacher philosophical understanding of IE, teacher inclusion experiences and challenges, teacher classroom practices, teacher opinions about IE, key elements of IE, advantages of IE, and disadvantages of IE.
Both focus groups demonstrated similar, but diverse conceptualisations of IE: as an integration movement requiring students to adapt to the school environment; as a segregation movement justifying special schools for students with severe disabilities; and as an education-for-all movement requiring that schools adapt to individual learner needs. The teachers understood that IE had social benefits for learners who could not reap its academic benefits. They used their traditional nurturing approaches to teach learners with different abilities – such as by memorisation of concepts and maximising peer interactions for the purpose of peer tutoring. However, the teachers’ insistence on corporal punishment and forcing learners to speak English in schools seemed to compromise their inclusion efforts. The study also found that despite the culturally influenced, positive and nurturing instincts of teachers in relation to supporting the education of children with disabilities, they were confronted with numerous challenges. These included: lack of knowledge and skills to effectively implement IE, lack of resources, lack of collaborative support from parents and government, and lack of incentives to boost their morale.
It is recommended that teachers be equipped with theoretical knowledge of IE and with practical skills to implement it. Pre-service and in-service training was recommended in this regard. It is also recommended that all stakeholders in Lesotho secondary education bring together their resources, expertise, knowledge and enthusiasm – in an effort to make IE in Lesotho both successful and sustainable.Inclusive Education
D. Ed. (Inclusive Education)