Teachers’ And District Resource Teachers’ Perceptions of Teaching Science in Multigrade Primary Schools in Lesotho

Abstract

This qualitative study explored the pedagogical practices in multigrade science classrooms by examining the perceptions of ten purposively selected teachers and three district resource teachers. The aim was to document teachers’ experiences and to determine whether their professional preparation adequately equips them for the demands of multigrade science instruction. Data were collected through classroom observations and interviews. The findings indicate that teachers' brief, week-long orientation on multigrade concepts was insufficient in tackling the inherent complexities of these classrooms. This limited preparation compromised effective teaching and meaningful learning, influencing decisions related to grade grouping configurations, lesson planning, and pedagogical methods. The study observed that science lessons were predominantly teacher-led, with minimal student participation in inquiry or knowledge discovery. Many teachers appeared to remain at a foundational "self-concern" stage, reflecting uncertainty and limited confidence in managing multigrade science instruction. Moreover, grade groupings often did not support thematic teaching, with science being taught through lectures rather than inquiry. Additionally, grade combinations often hindered thematic integration, reinforcing reliance on lecture-based instructions rather than inquiry-based approaches. Recognizing the vital role of multigrade education in rural areas, the study highlights the importance of strengthening teachers’ professional development to better prepare and support them in implementing engaging, inquiry-based science instructional strategies.