Stakeholder Perceptions about Factors that Cause Poor Student Performance in Cambridge Overseas School Certificate (COSC) Examinations in Lesotho

Lekhetho, Mapheleba

doi:10.1080/09751122.2013.11890100

Cited by 4 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Underachievement in mathematics and science, both at primary and secondary levels, remains a challenge worldwide 1,2 including in Lesotho. 3 Many studies have discussed different factors resulting in underachievement in mathematics and science in developed and developing countries. For instance, there are researchers who have argued that underachievement in science is a result of unavailability and/or adequacy of infrastructure and quality of teaching.…”

Section: Introductionmentioning

confidence: 99%

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Makhechane¹,

Qhobela²

2019

S.Afr.j.chem.

View full text Add to dashboard Cite

This qualitative study sought to investigate how secondary level chemistry teachers transform and represent subject matter knowledge (SMK). The study drew its theoretical framework from the notion of Pedagogical Content Knowledge (PCK) that foregrounds the teachers' ability to transform and represent SMK for students to understand the content presented. Seven qualified chemistry teachers participated in this study which used questionnaires, follow-up interviews, and lesson observations to collect data. The teachers were observed teaching the topic of stoichiometry to grade 11 students. Data analysis started with a coding system that resulted in themes of meanings suggested by teachers. The results show that chemistry teachers participating in the study were aware of different teaching strategies but their choice of those strategies was not informed by an attempt to transform the concepts. It is argued that teachers' failure to transform concepts will have a negative impact on students' understanding of these concepts.

show abstract

Section: Introductionmentioning

confidence: 99%

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Makhechane¹,

Qhobela²

2019

S.Afr.j.chem.

View full text Add to dashboard Cite

show abstract

“…23 However, Lekhetho reported that only a small proportion of stakeholders (students -4 %, teachers -4 %, principals -17 % and board members -24 %) cited the lack of physical facilities as a factor contributing to poor performance at secondary school level. 24 The need for experiments in learning and teaching of science, especially chemistry, should be emphasized with the lack of laboratories being likened to painting without colours and canvas or learning how to ride a bicycle by reading its operating manual. 25 The use of virtual laboratories, video demonstrations, simulations and animations as an alternative and complementary resource has found considerable attention in the Developed World.…”

Section: Research Articlementioning

confidence: 99%

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

George

2017

S.Afr.j.chem.

View full text Add to dashboard Cite

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.

show abstract

“…In a recent survey of Basotho teachers, principals, and secondary students, respondents attributed poor English skills at the secondary level to limited exposure and use of English in the primary grades. Respondents concluded that a stronger literacy environment in the primary grades would better prepare students for the academic challenges of secondary education (Lekhetho, 2013).…”

Section: Language Of Instructionmentioning

confidence: 99%

Sharing the Looking Glass: Examining Action Research with Early Literacy Teachers in Lesotho, Africa

Hough¹

View full text Add to dashboard Cite

Stakeholder Perceptions about Factors that Cause Poor Student Performance in Cambridge Overseas School Certificate (COSC) Examinations in Lesotho

Cited by 4 publications

References 1 publication

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

Understanding How Chemistry Teachers Transform Stoichiometry Concepts at Secondary Level in Lesotho

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

Sharing the Looking Glass: Examining Action Research with Early Literacy Teachers in Lesotho, Africa

Contact Info

Product

Resources

About