E-learning in the science curriculum: a study in selected high schools in Lesotho

Abstract

This research investigates progress in the integration of information and communication technology (ICT) into curriculum-based teaching and learning in the Lesotho high school science classroom, with the aim of establishing how effective e-learning can be supported to enhance teaching and learning. Using a variant of action research, this study investigated the extent of computing infrastructure in schools and ways in which ICT tools were used in subject-based teaching. Barriers to ICT implementation and the perceptions, aptitude and skills of Lesotho science teachers and students were investigated. Literature studies were conducted and pertinent concepts were used to generate a framework of evaluation categories and criteria for addressing the research questions. The criteria were translated into questions and evaluation statements for collecting data. The study identified notable progress, but determined that more needs to be done to support e-learning in Lesotho