Primary Mathematics Teachers’ Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho

Khechane, Nkoja Claudia; Makara, Mamocheta C.; Rambuda, Awelani Melvin

doi:10.1080/18117295.2020.1735672

Cited by 9 publications

(7 citation statements)

References 8 publications

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“…At the centre of these lecturer-empowerment initiatives should be training on their role as learning mediators in a constructivist learning environment. This study concurs with the recommendations of Khechane, Makara and Rambuda (2020) and Killen (2016) about obtaining evaluative feedback and enhancing a more participatory and interactive learning environment in which students are given feedback about their learning progress. This study therefore recommends that in order to always be up-to-date with the learning needs, learning experiences and expectations of students, lecturers need to obtain regular feedback from students to this effect.…”

Section: Discussion Conclusion and Recommendationssupporting

confidence: 90%

First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation

Mapuya¹

2021

IJLTER

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The purpose of this study was to explore the constructivist learning experiences of first-year accounting student teachers and the implications these learning experiences have for curriculum implementation. The study employed a phenomenological research design and followed a qualitative research approach in which data were collected using focus group interviews. Content analysis and qualitative coding were used to analyse the qualitative data generated by the focus group interviews. Premised on the findings, the study recommends that as key stakeholders involved in curriculum implementation, lecturers should engage empathically with students on issues regarding pedagogy and subject didactics. Of central importance to the recommendations made in this study is that key questions regarding teaching and learning activities should be informed by the dynamic learning needs of students. It therefore follows that lecturers ought to adopt a more student-participative, collaborative and consultative approach towards curriculum implementation and obtain regular feedback from students about their learning experiences.

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Section: Discussion Conclusion and Recommendationssupporting

confidence: 90%

First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation

Mapuya¹

2021

IJLTER

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“…Hence, it is vital that Accounting assessments should be reliable, progressive and merged into teaching, and not be seen as an add-on activity at the end of the teaching process. Assessment should be regular as it is supposed to provide the educator with information on learners' progress, and improve his/her own teaching (Khechane, Makara & Rambuda, 2020). Ngwenya (2014) argues that "over-prescription of the curriculum has been identified as a possible constraint on the implementation of different teaching and learning strategies" (p. 207).…”

Section: General and Accounting Teaching Experiencementioning

confidence: 99%

Repositioning the Teaching Approaches towards Accounting Curriculum Implementation in Selected South African Rural Secondary Schools

Ntshangase

Mabusela

2023

IJLTER

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This study was triggered by the poor academic performance of accounting learners in rural secondary schools in South Africa. Through constructivist learning theory the study aimed at repositioning teaching approaches that may be used to implement Accounting curriculum effectively in South African rural secondary schools. Qualitative approaches were used in generating data from twelve (12) teachers through face-to-face interviews and observation in the classroom. All participants came from one circuit management. This study offered innovative ideas to all parties interested in the implementation of innovative teaching and learning approaches that can enhance learners’ academic performance in accounting. The study recommends that qualified experts be part of the capacity-building programmes that are used to equip teachers with knowledge and skills on Accounting teaching pedagogies ; the collaboration of the Department of Basic Education (DBE) and the Department of Higher Education and Training (DHET) be strengthened, a handbook of teaching strategies be developed by professional bodies in Accounting to strengthen Accounting teaching strategies for rural secondary schools; and the review of the curriculum content and the teaching hours of Economics and Management Sciences require urgent attention.

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“…Evidence borne out by research claim that Lesotho's education has constantly failed to serve the needs of the nation. In 2009, Lesotho through the Ministry of Education and Training (MoET), published the Curriculum and Assessment Policy (CAP) which is meant to transform the teaching, learning and assessment so that it addresses the needs of the country (Khechane, 2016). The elucidation submitted by Raselimo and Mahao (2015) is that CAP is meant to minimize the negative influence of the examinations which was basically predominant of summative assessment.…”

Section: B Lesotho Integrated Curriculummentioning

confidence: 99%

Connectivism Theory: Exploring its Relevance in Informing Lesotho’s Integrated Curriculum for Effective Learning in the Digital Age

Mampota,

Mokhets’engoane,

Kurata

2023

EJEDU

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At present, the world is immersed in technology which seems to alter people’s way of life and how people learn. While traditional learning theories seem insufficient to explain how technology and the proliferation of information could be manipulated for effective learning, Connectivism theory emerged to salvage this insufficiency. Different countries around the globe are also occupied with reforming their curriculums to address contemporary issues. The study, informed by technology adoption model, deployed qualitative content analysis to investigate the degree of alignment between connectivism theory and Lesotho’s integrated curriculum for effective learning in the digital age. Document analysis was used to analyse the pedagogy section in CAP in order to identify principles and objectives that overlap with the major principles of connectivism. The findings indicated that to a large extent, connectivism and Lesotho’s integrated curriculum principles overlap. However, Lesotho’s integrated curriculum shrinks in explicitly guiding how technological skills could be promoted. It was therefore recommended that technology and digital tools should be integrated into the curriculum to enable students to engage in networked learning. In addition, there should be training of both teachers and students on ICT and network learning environments to enhance students’ learning.

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Primary Mathematics Teachers’ Assessment Practices in the Context of the Integrated Primary Curriculum in Lesotho

Cited by 9 publications

References 8 publications

First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation

First-Year Accounting Student Teachers’ Constructivist Learning Experiences, The Lecturer’s Role and Implications for Curriculum Implementation

Repositioning the Teaching Approaches towards Accounting Curriculum Implementation in Selected South African Rural Secondary Schools

Connectivism Theory: Exploring its Relevance in Informing Lesotho’s Integrated Curriculum for Effective Learning in the Digital Age

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