Assessing the level of laboratory resources for teaching and learning of chemistry at advanced level in Lesotho secondary schools

Abstract

Despite the importance of science education in the establishment, maintenance and support of a knowledge economy, the ensuing economic challenges facing Lesotho deprive schools and pupils of some important resources, namely laboratories and the associated accessories required for quality delivery of teaching. This manuscript reports on the results of a survey on the resources available for teaching chemistry at secondary schools in preparation for the introduction of an advanced level (A level) curriculum in Lesotho schools. The survey was administered to first-year students registered at the National University of Lesotho for different science-based degrees. The findings from the survey showed that about 90 % of the schools had physical laboratories although on average 70 % of the students reported not having performed more than five experiments over the last year of the secondary school education. Only two schools reported having performed between 15 and 20 experiments of the more than 20 prescribed in the syllabus. The reasons cited ranged from poor facilities, for example poor or no benchtops, no or unusable fumehoods, lack of general apparatus and glassware, a poor range of suitable chemicals, to interestingly, the experiments not even being scheduled in the timetables. The study concludes that the schools in Lesotho are not ready to offer A level chemistry and suggests some recommendations that could be considered should the introduction of A-level be implemented in the near future.

Science pre-service teachers’ experience with mentors during teaching practice

“…Science laboratory activities have the impact of motivating students and improving understanding of science concepts (Hermansyah et al, 2018;Srisawasdi & Panjaburee, 2019). However, several studies like George (2017) in Lesotho, Gudyanga (2020) and Gudyanga and Jita (2019) in South Africa, and Mudulia (2012) in Kenya highlighted the absence of laboratories, laboratory equipment, and chemicals in schools. Students tend to learn science by memorizing concepts in preparation for examinations.…”

Evaluating the influence of interactive simulations on learners' academic performance in stoichiometry

“…3 These challenges are brought about in part by factors such as illequipped laboratories and lack of laboratory consumables, making it difficult for teachers to employ experimentation. 4,5 As a result, chemistry topics such as stoichiometry become very challenging to both teachers and students. 6 The challenges become more pronounced when teaching and learning methods do not facilitate conceptual change.…”

“…These attempts include a focus on tools such as simulations 3 and virtual laboratories. 4 Simulations are 'interactive software programs that allow students to explore complex interactions among dynamic variables that model real-life situations' . 13 Literature documents the benefits of simulations such as responding to economic and safety challenges of real experiments and infrastructure shortage, 4 assisting in the visualisation of unobservable phenomena, promotion of critical thinking, 14 enhancement of motivation and improve ment of learners' performance.…”

“…4 Simulations are 'interactive software programs that allow students to explore complex interactions among dynamic variables that model real-life situations' . 13 Literature documents the benefits of simulations such as responding to economic and safety challenges of real experiments and infrastructure shortage, 4 assisting in the visualisation of unobservable phenomena, promotion of critical thinking, 14 enhancement of motivation and improve ment of learners' performance. 3 Studies on multimedia tools draw their theoretical support from theories such as Mayer's cognitive theory of multimedia learning, which proposes that meaningful learning occurs when words and pictures scaffold assimilation and accommodation.…”

Exploring the Mathematics and Science subject matter content in the Primary School Level in Lesotho teachers

“…These may include poor investment in teaching infrastructure in the form of laboratories, availability of books, level of education and economic for parents as well as general appreciation of Science by the public that is deemed responsible for poor Science performance in Africa (Irwin, and Wynne 1996;Pouris and Pouris, 2009). Another aspect that has been reported in Lesotho was the fact that experimental component of the Science subjects was not provided for in the time table hence its performance is highly dependent on the teachers' sacrifices, which in turn overloads both the teachers and learners as it de prives them some time for extracurricular activities (George and Kolobe, 2014;George, 2017).…”