Exploring online teaching strategies used by high school teachers in teaching Sesotho during Covid-19

Simple item page
dc.contributor.advisorMafugu, Tafirenyikaen_ZA
dc.contributor.advisorMokoena, Mosebetsien_ZA
dc.contributor.authorMakhasane, ‘Makananeloen_ZA
dc.date.accessioned2024-02-08T06:43:42Z
dc.date.available2024-02-08T06:43:42Z
dc.date.issued2023en_ZA
dc.descriptionDissertation (M.Ed. (Education))--University of the Free State, 2023en_ZA
dc.description.abstractCOVID-19 is a global crisis that has affected many aspects of society, including education. Due to the restrictions imposed by COVID-19, teachers had to reconsider their teaching strategies. Therefore, this study, aimed to explore online teaching strategies used by high school teachers to teach Sesotho during COVID-19 pandemic in Lesotho. This study used the interpretive paradigm. Through this paradigm, the researcher identified the online teaching strategies used by Sesotho teachers through the interpretations informed by the social constructivism theory and The Unified Theory of Acceptance and use of Technology (UTAUT). The qualitative research approach was used in this study. A case study research design was also employed. The case in this study was a group of Sesotho high school teachers in Qacha’s Nek district, Lesotho; teaching Sesotho during the COVID-19 pandemic using different online teaching strategies. This study employed purposive sampling to select the participants with requisite characteristics. Two Sesotho high school teachers were selected per school, in the three chosen high schools in Qacha’s Nek district, Lesotho. Two data collection methods were used in this study, individual semi-structured face-to-face interviews and document analysis. Following the collection of data, there was data transcription, presentation, analysis, and interpretation of the major findings. The findings revealed that the Sesotho teachers in the three high schools used traditional face-to-face teaching strategies such as discussions, question and answer, and group work to teach Sesotho before COVID-19. The researcher also found out that the Sesotho teachers used WhatsApp facilitated teaching strategies such as question-and-answer and discussions to teach Sesotho during COVID-19. Several challenges and opportunities posed by those WhatsApp facilitated teaching strategies were also found. This study recommended policies for application online teaching and learning, provision of full network connectivity and electricity coverage for teachers and learners and low data costs for learners, provision of workshops that equip teachers with knowledge about online teaching.
dc.identifier.urihttp://hdl.handle.net/11660/12385
dc.language.isoen
dc.publisherUniversity of the Free Stateen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA
dc.subjectCOVID-19en_ZA
dc.subjectteaching strategiesen_ZA
dc.subjectonline learningen_ZA
dc.subjectonline teaching strategiesen_ZA
dc.titleExploring online teaching strategies used by high school teachers in teaching Sesotho during Covid-19en_ZA
dc.typeDissertationen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
MakhasaneM.pdf
Size:
2.12 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.63 KB
Format:
Item-specific license agreed upon to submission
Description:
Download
Collections
Masters Degrees (Office of the Dean: Education)
All Electronic Theses and Dissertations