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Exploring the Impact of Grade 11 Boot Camp Implementation: A Teacher-Centric Perspective in a Secondary School at Mahobong, Lesotho

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  • Masehlabaka Mokati

    (Faculty of Education, The National University of Lesotho, P.O. Roma 180, Lesotho)

  • Lehlohonolo Kurata

    (Faculty of Education, The National University of Lesotho, P.O. Roma 180, Lesotho)

Abstract

This study examines the crucial grade 11 stage in Lesotho’s education system—a transitional phase that assesses learners’ eligibility for Higher Education Institutes entry. With only a small number of grade 11s meeting the entry requirements for Higher Education Institutes, the implementation of boot camps emerges as an intervention strategy to enhance grade 11s’ learning experiences to meet tertiary entry requirements. The study is guided by Self-Determination Theory to explore teachers’ perspectives and experiences in understanding the challenges and prospects associated with boot camp implementation for grade 11 students. Using purposive sampling, six teachers from a selected secondary school in Mahobong participated in semi-structured interviews. The findings indicate that boot camps offer concentrated time for learning and foster improved academic performance. They also foster a sense of community among students and teachers. Challenges identified include limited school infrastructure and inefficient program monitoring. Recommendations made include the need for infrastructure improvement, motivation for supporting staff, and enhanced stakeholder collaboration to optimize boot camps’ effectiveness.

Suggested Citation

  • Masehlabaka Mokati & Lehlohonolo Kurata, 2023. "Exploring the Impact of Grade 11 Boot Camp Implementation: A Teacher-Centric Perspective in a Secondary School at Mahobong, Lesotho," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 7(12), pages 1568-1579, December.
    • Handle: RePEc:bcp:journl:v:7:y:2023:i:12:p:1568-1579
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