Stakeholder Perspectives on Strategies that can Improve Student Performance in the School-Leaving Examinations in Lesotho

Lekhetho, Mapheleba

doi:10.5901/mjss.2013.v4n3p85

Cited by 1 publication

(2 citation statements)

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“…Therefore, learners are denied such opportunities and benefits they could otherwise have, as expressed in the literature review section [37], [36], [39], and [12]. This probably explains the poor performance in biology [50] as well as in mathematics and science in general [51]. [5] argues that learner performance picks up when ICT is applied.…”

Section: Discussion Of Key Findingsmentioning

confidence: 99%

“…Thus, teachers ought to be inventive, resourceful, and self-motivated with respect to the methodologies they select, in order to guarantee improved learner achievement in the subject. It is therefore imperative that Lesotho biology teachers" ICT-enhanced teaching practices be examined, especially because Lesotho high school learners have also exhibited low achievement in biology [50], mathematics, and science (biology included) in general [51].…”

Section: Literature Reviewmentioning

confidence: 99%

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Information and Communication Technology Practices in Biology Teaching in Lesotho High Schools

Makuru¹,

Jita²

2022

IJIET

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Information and communication technology (ICT) has never been more important in schools than in the current context of the global COVID-19 pandemic. The COVID-19 pandemic has forced many more teachers to use ICT for teaching, even in less resourced countries such as Lesotho. In this quantitative study, teachers’ ICT practices in Lesotho during the year 2020 were examined through the lens of technological pedagogical content knowledge (TPACK). The objectives were to investigate the ICT tools that teachers commonly use, describe the practices that characterize the patterns of use, and determine the correlation between teachers’ practices and their use of ICTs for teaching. Altogether, 107 respondents, selected by a systematic probability sampling technique, completed a five-point Likert scale questionnaire comprising closed-ended items that explored their practices on ICT use for teaching the subject of biology. Data were analyzed for frequencies, means, and standard deviations using the Statistical Package for Social Sciences (SPSS) program. The results indicated that biology teachers in Lesotho use ICTs rather sporadically in their teaching and are consequently ill-prepared to adapt to and mitigate the negative impact of the COVID-19 pandemic on schooling in Lesotho. The study concluded that teachers’ ICT practices are inclined towards supporting more traditional and teacher-centered approaches that rely on face-to-face teaching and learning, with most schools thus remaining closed during the pandemic. The study makes recommendations about the possible ways in which biology teachers in particular could be better prepared to specifically use ICT to teach biology either online or as part of a face-to-face classroom.

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