Abstract:

Multigrade teaching is common in 46.8% of the schools in Lesotho. However, even though the number of schools is this large literature indicates that there is no curriculum policies or stringent training in place to help multigrade teachers to cope with the demands of such classes. The paper presents the results of the study that looked into the pedagogical practices these teachers employ when teaching science. Concurrent triangulation mixed methods research design where qualitative and quantitative data was given equal footing and collected around the same time was employed. The participating teachers were purposively sampled from the two rural districts of Lesotho.107 of these teachers filled the questionnaires, 10 were interviewed and 8 classroom observations were made. The results show dominance of traditional chalk and talk teacher-centred approach using a quasi-monograde strategy where teachers teach one grade while the other grade is left with some form of task to do. This method was found to greatly reduced teacher contact time with each grade, hence the reason why teachers find it difficult to complete the work designated for that grade. However, some elements of effective multigrade strategies such as tiering of activity and staggering of concepts and peer teaching using senior learners were also observable although not maximally utilized. Development of scientific investigative was very minimal. Teachers cited work overload, lack of training, lack of resources and low morale as the factors that inform their methods of teaching. The study recommends intervention in a form of rigorous training of these teachers for a repertoire of strategies effective for multigrade teaching such as appropriate ways of staggering activities and development of independent activity sheets with self-correction answer cards. Also regular monitoring and support to be offered following intervention.

Keywords:

Multigrade, multigrade teaching, pedagogical practices, primary science teaching, rigorous training of teachers, quasi-monograde strategy.