Teaching Mathematics at the Supplementary Schools in Lesotho: Teachers’ Perceived Benefits and Challenges

Motlatsi Mathunya

doi:10.53103/cjess.v3i1.102

Authors

Motlatsi Mathunya Kolonyama High School, Lesotho

DOI:

https://doi.org/10.53103/cjess.v3i1.102

Keywords:

Supplementary School, Social Constructivism, Supplementing Students, Case Study

Abstract

The study investigates the perceived benefits and challenges of mathematics teachers when teaching mathematics at supplementary schools in Lesotho. The participants were five teachers from a supplementary school in the Berea district. Data were collected through the use of semi-structured interviews guide. The Social Constructivism Theory was used as a lens through which data were thematically analysed. The study’s findings have revealed that the teachers at the supplementary schools are having benefits, including, content revision, reduced workloads, good results, as well as full focus and concentration in class. On the other hand, the teachers are faced with some challenges; for instance, the teachers travel too late or too early for classes; there is insufficient time for teaching, lack of resources, teachers’ high turnover, low salaries and misbehaviour amongst the students. The results have further indicated that there are more perceived challenges in teaching the supplementary classes as compared to perceived benefits.

Downloads

Download data is not yet available.

References

Akpan, I.V., Igwe, A.U., Mpamah, I.M., & Okoro, O.C. (2020). Social constructivism: implications on teaching and learning. British Journal of Education, 8(8), 49-56.

Alhojailan, M. I. (2012). Thematic analysis: A critical review of its process and evaluation. West East Journal of Social Sciences, 1(1), 39-47.

Amineh, J.R., & Asl, D.H. (2015). Review of constructivism and social constructivism. Journal of Social Sciences, Literature and Languages, 1(1), 9-16.

Anney, V.N. (2014). Ensuring the quality of the findings of qualitative research: Looking at trustworthiness of qualitative research. Emerging Trends in Educational Research and Policy Studies, 5(2), 272-281.

Bitsch, V. (2005). Qualitative research: A grounded theory example and evaluation criteria. Journal of Agribusiness, 23(1), 75-91.

Bray, M & Lykins, C. (2012). Shadow education private supplementary tutoring and its implications for policy makers in Asia. Asian Development Bank.

Bray, M. (2003). Adverse effects of private supplementary tutoring: dimensions, implications, and government responses. Paris: International Institute for Educational Planning.

Bray, M. (2006). Private supplementary tutoring: Comparative perspectives on patterns and implications. Compare: A Journal of Comparative Education, 36(4), 515-530.

Bray, M., & Kwo, O. (2013). Behind the façade of fee-free education: Shadow education and its implications for social justice. Oxford Review of Education, 39(4), 480-497.

Bray, M., Zhan, S., Lykins, C., Wang, D., & Kwo, O. (2014). Differentiated demand for private supplementary tutoring: Patterns and implications in Hong Kong secondary education. Econ. Educ. 38, 24–37.

Chui, M.M. (2016). Private supplementary tutoring: Motivations and effects: a review study. Journal of Education and Practice, 7(27), 194-198.

Cleary, M., Horsfall, J., & Hayter, M. (2014). Data collection and sampling in qualitative research: Does size matter? Journal of Advanced Nursing, 70(3), 473–475. https://doi.org/10.1111/jan.12163.

Cohen, L., Manion, L., & Morrrison, K. (2018). Research methods in education. Great Britain.

Creswell, J.W., & Clark, V.P. (2011). Designing and conducting mixed method research. SAGE.

Dang, H.H. (2013). Private Tutoring in Vietnam: A Review of current issues and its major correlates. Development Research Group. World Bank

Ernest, P. (1999). Social Constructivism as a philosophy of mathematics: Radical Constructivism.

Examinations Council of Lesotho. (2021). Mathematics examiners’ reports, syllabus 0178/3. [n.d.].

Examinations Council of Lesotho. (2020). Mathematics examiners’ reports, syllabus 0178/4. [n.d.].

Ha, T., & Harpham, T. (2005). Primary education in Vietnam: Extra classes and outcomes. International Education of Journal, 6(5), 626-634.

Hamid, M. O., Sussex, R., & Khan, A. (2009). Private tutoring in English for secondary school students in Bangladesh. TESOL Quarterly, 43, 281–308.

Ireson, J. (2004). Private tutoring: How prevalent and effective is it? London Review of Education, 2(2), 109-122.

Klemm, K., & Hollenbach-Biele, N. (2016). Nachhilfeunterricht in Deutschland: Ausmaß – Wirkung – Kosten. Bertelsmann Stiftung.

Kuan, P. (2011). Effects of cram schooling on mathematics performance. Comparative Education Review, 55(3), 342–368.

Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic Inquiry. Sage Publications.

Mahmud, R., & Bray, M. (2017). School factors underlying demand for private supplementary tutoring in English: Urban and rural variations in Bangladesh. AsiA Pacific Journal of Educations. 37(3), 299–309. https://doi.org/10.1080/02188791.2017.1321525

Majumdar, M. (2014). The shadow school system and new class divisions in India. TRG Poverty & Education, Working Paper Series. Max Weber Stiftung.

McMillan, J. H., & Schumacher, S. (2014). Research in education: Evidence-based inquiry. Harlow.

Merriam, S.B. (2009). Qualitative research: A guide to design and implementation. John Wiley & Son Inc.

Mori, I., & Baker, D. (2010). The origin of universal shadow education: What the supplemental education phenomenon tells us about the postmodern institution of education. Asia Pacific Education Review, 11(1), 36–48.

Nthathakane, M., & Mokuku, T. (2012). Arguing for an effective development approach in response to the needs and challenges of science teachers in Lesotho. Lesotho Social Science Review, 16(12), 88-112.

Paviot, L., Heinsohn, N., & Korkman, J. (2008). Extra tuition in southern and eastern Africa: Coverage, growth, and linkages with pupil achievement. International Journal of Educational Development, 28, 149–160.

Pędrak, A. (2017). An evaluation of polish supplementary schools in Ireland. TEANGA Special Issue, 10, 162–171.

Qhobela, M. (2012). Using argumentation as a strategy of promotion of talking science in a physics classroom: What are some of the challenges? US-China Education Review, 2, 163-172.

Rollnick, M. (2000). Current issues and perspectives on second language learning of science. Studies in Science Education, 35, 93-121.

Santhi, N. (2011). Are extra classes the success behind high performance and marks?

Educational Research and Reviews, 6(18), 935-942.

Selamat, A., Esa, A., Salleh, M.B., & Baba, I. (2012). Extra classes effectiveness in smart secondary school, Johore, Malaysia. Canadian Center of Science and Education, 8(1), 111-118.

Shen, H. (2008). An investigation on factors influencing private supplementary tutoring at the level of compulsory education. Economics of Education Research, 6(3), 1–10.

Subedi, J.K. (2018). Shadow education: a role of private tutoring in learning. International Journal of Humanities and Social Sciences, 1(2), 29-42.

Tan, C. (2017). Private supplementary tutoring and parentocracy in Singapore. Interchange, 48(4), 315-329. http://dx.doi.org/10.1007/s10780-017-9303-4

Windle, J. (2009). The limits of school choice: some implications for accountability of selective practices and positional competition in Australian education. Critical Studies in Education, 50(3), 231–246.

Wittwer, J. (2014). Discussion: Conditions, process, and effect of private tutoring. Journal of Educational Research, 6(1), 124-138.

Zhan, S., Bray, M., Wang, D., Lykins, C., & Kwo, O. (2013). The Effectiveness of private tutoring: Students’ perceptions in comparison with mainstream schooling in Hong Kong. Asia Pacific Education Review, 14(4), 495-509.

Zhang, W. (2014). The demand for shadow education in China: Mainstream teachers and power relations. Asia Pacific Journal of Education, 34(4), 436-454. https://doi.org/10.1080/02188791.2014.960798