This study investigated the factors influencing positive student performance in the Primary School Leaving Examinations (PSLE) in Botha-Bothe District primary schools in Lesotho. Using a descriptive survey design, this study attempts to explore the factors that lead to positive student performance in the Primary School Leaving Examinations (PSLE) in ten primary schools in the Botha-Bothe District of Lesotho.
Background
The town of Botha-Bothe emerged in 1884 as a new sub-district headquarters of the government to facilitate tax collection. Employment opportunities for Botha-Bothe residents can be found in South Africa's mines, the Lesotho Highland Water Project, the civil service and the business community.
Educational context
Lesotho has a small Muslim community, mostly located in the north of the country, including Botha-Bothe, which has a mosque. In 1994, there were 1,234 primary schools in Lesotho, most of which are in the lowlands, and schools in remote mountainous areas are small and most do not offer the full seven-year primary school course (Ministry of Information and Broadcasting, 1996).
Motivation for the study
Poor student performance is also attributed to contextual factors, the socio-economic context, mismanagement and corruption in schools. The cultural context and poor external and internal relationships also contribute to poor student performance (Herber, 1992).
Organisation of the report
The second chapter examines the literature related to the factors that influence the high performance of students. In particular, the study investigated the nature of teacher behaviors, contextual factors, school culture, school resources, and teaching and learning processes as some of the factors that can lead to positive impact on student performance.
Teacher Behaviours
The purpose of this study was to investigate the factors that lead to positive student performance in the Primary School Leaving Examinations (PSLE) in ten primary schools in Botha-Bothe District, Lesotho. The literature review in this chapter addresses the nature of teacher behavior, contextual factors, school culture, school resources, and teaching and learning processes as some of the factors that can positively influence student achievement.
Contextual factors
Basically, the interaction between the teacher and the student in the classroom is a matter of the teaching and learning process (Nash, 1973). However, in Botha-Bothe, ninety percent of the sixteen schools are in the town and five are in the surrounding villages (Ministry of Information and Broadcasting, 1996).
School culture
This creates a problem for many unemployed families, as many of the urban schools tend to charge high school fees that they cannot afford, resulting in overcrowding in some schools and high dropout rates.
School Resources
The presence of a school culture fostered by an effective school culminates in positive student performance. It was found that both human and material resources are essential for achieving high student performance.
Teaching and Learning processes
This study examined factors leading to positive student performance in the Primary School Leaving Examinations (PSLE) in ten primary schools in the Botha-Bothe District of Lesotho and how teachers influence positive student performance from Ministry of Education district officials, primary school principals and primary school teachers. In particular, the study focused on whether the nature of teacher behavior, contextual factors, school culture, school resources, and teaching and learning processes are some of the factors that can lead to positive student performance in district schools.
Research design and Methodology
In this chapter, the research design and methodology for answering the research questions, and data collection methods are discussed in order to ensure accuracy, validity and reliability of the results.
Data collection methods
Questionnaires
Questionnaire questions were designed in both closed-ended and open-ended formats so that the quantification and analysis of results can be carried out efficiently and the results for each item are analyzed and reported separately. These were awarded to eleven Senior District Education Officers of the Ministry of Education based in Botha-Bothe District; ten primary school principals of the studied schools (Appendix C); and ninety-six primary school teachers (Annex D) in ten selected primary schools, as they are already based in the district information center or selected primary schools of the district.
Interviews
Document analysis
The study also addressed the success rates of students in the selected schools and noted the high performance of students experienced by Botha-Bothe district with the main concern being the performance of the schools under study.
A description of the context of the actual research site(s)
The first set of questionnaires was distributed to regional school officers and regional education officers (regional inspectorate), the second set to principals, and the last set to teachers. This survey study also used structured focus group interviews, which were first conducted with district education officers and principals for possible clustering of the sample and its accessibility.
Data Analysis
So I assumed that since I had warm relationships with the district education officials, principals, and teachers, they would be willing to offer access and any information I requested. The District Senior Education Officer (DSEO) responsible for district education affairs in Botha-Bothe District was informed and asked for permission to conduct the study with officials in the District Education Office, principals and teachers in ten selected schools.
Limitations of the study
Triangulation, as used in this study, required the researcher to collect, organize and read the data and then compare the data from each of the instruments or data collection techniques with each other and analyze and code the data. Data from ten principals, ninety-six teachers and district officers will be aggregated for reporting purposes.
Introduction
Factors that lead to positive pupil performance in Primary School Leaving Examinations (PSLE)
It is also worth noting that only 46% of the teachers saw consistency among teachers, and work-centred environment (48%) as important factors. It is important that only 40% of the principals devoted most of the teachers' time to individual pupils, 40% of the teachers saw the creation of work-centred environment and that 42% of the teachers saw participation of teachers in open door policy. as teacher behavior that leads to positive student achievement.
Reasons for high pupil performance in Primary School Leaving Examinations Table 5. Responses on the reasons for high pupil performance
Reasons for low pupil performance in Primary School Leaving Examinations Table 6. Responses on the reasons for low pupil performance
This negatively affects the teaching and learning processes, resulting in low performance of the students as they are not satisfied and cannot perform their tasks well. Factors inside and outside the school can impact both students and teachers, as they not only live within the school but also have to interact with their community.
Teacher behaviours that contribute to positive pupil performance in Primary School Leaving Examinations
The officials usually do not agree that the teacher's behavior when not teaching and when not in school affects the student's performance. Eighty-two percent (82%) of both principals and teachers agree that this affects student achievement.
Contextual factors that contribute to positive pupil performance in Primary School Leaving Examinations
Summary of findings
However, only about half of them believed that a student's socioeconomic status and community poverty had a significant impact on students' positive achievement. The next chapter discusses the implications of these findings for school and district policy and practice, and provides recommendations for improving performance in all schools.
Introduction
Analysis of findings
However, a significant number of teachers did not think that a positive school climate is an important factor in student performance. Thus, in Botha-Bothe schools, further research is needed to examine the extent to which school climate plays a role in student performance in the Primary School Leaving Examinations. In Botha-Bothe schools, further research is needed to examine the extent to which school climate plays a role in student performance in the Primary School Leaving Examinations.
Fifth, a remarkably low number of principals in the survey believe that parental involvement is an important factor affecting student performance in the primary school leaving examination.
Conclusions
Which of the following teacher roles influence student achievement in Botha-Bothe primary schools? Which of the following factors influence student achievement in your school? Which of the following factors influence student performance in your classroom?
What are the factors affecting student achievement in primary schools in Botha-Bothe District.
COPYRIGHT
FACTORS AFFECTING THE PERFORMANCE OF STUDENTS IN PRIMARY SCHOOLS IN THE DISTRICT OF LESOTHO: A DESCRIPTIVE STUDY. FACTORS AFFECTING THE PERFORMANCE OF STUDENTS IN THE PRIMARY SCHOOLS OF BOTH DISTRICT OF LESOTHO: A DESCRIPTIVE RESEARCH STUDY OF TEN SCHOOLS. The aim of this study was to find out what factors contribute to positive student performance in the Primary School Leaving Examinations (PSLE) in the Botha-Bothe district, and how teachers influence positive student performance in ten primary schools.
Given the pupil performance in Lesotho districts, I wanted to find out which factors contribute to positive pupil performance at the Primary School Leaving Examination (PSLE) in Botha-Bothe district, and.
CHAPTER THREE METHODOLOGY
Introduction
In particular, the study examined the nature of teacher behavior, contextual factors, school culture, school resources, and teaching and learning processes as some of the factors that can lead to positive student achievement. It is crucial to note the high student achievement experienced by the Botha-Bothe district with the greatest concern for the schools under study. Surprisingly, only 57% of teachers saw teacher behavior as a cause of high student achievement.
The results show that fewer teachers than principals and officials in the study related any of the factors to student performance. The study specifically investigated the nature of teacher behaviors, contextual factors, school culture, school resources, and teaching and learning processes as some of the factors that can lead to positive student performance. From this analysis it was found that: First, most of the respondents in this study agreed on the various factors that influence the performance of students in the primary school leaving exams.
Appendix A: Individual school performance from 1994-2001 in Botha- Bothe
Which of the following factors influence student achievement in primary schools in the Botha-Bothe district (check all that apply). Do you agree or disagree with the statement that teacher behavior that affects student achievement in Botha-Bothe district: (key: A = agree, D = disagree). Do you agree or disagree with the statement that teacher behavior affects student achievement in your school: (key: A = agree, D = disagree).
Which of the following roles for the teacher does not affect student achievement in your school.
