Assessing the level of laboratory resources for teaching and learning of chemistry at advanced level in Lesotho secondary schools

Abstract

Despite the importance of science education in the establishment, maintenance and support of a knowledge economy, the ensuing economic challenges facing Lesotho deprive schools and pupils of some important resources, namely laboratories and the associated accessories required for quality delivery of teaching. This manuscript reports on the results of a survey on the resources available for teaching chemistry at secondary schools in preparation for the introduction of an advanced level (A level) curriculum in Lesotho schools. The survey was administered to first-year students registered at the National University of Lesotho for different science-based degrees. The findings from the survey showed that about 90 % of the schools had physical laboratories although on average 70 % of the students reported not having performed more than five experiments over the last year of the secondary school education. Only two schools reported having performed between 15 and 20 experiments of the more than 20 prescribed in the syllabus. The reasons cited ranged from poor facilities, for example poor or no benchtops, no or unusable fumehoods, lack of general apparatus and glassware, a poor range of suitable chemicals, to interestingly, the experiments not even being scheduled in the timetables. The study concludes that the schools in Lesotho are not ready to offer A level chemistry and suggests some recommendations that could be considered should the introduction of A-level be implemented in the near future.