Authors:Elizabeth Adu, Damian K. Mereku, Charles K. Assuah, Chriss A. Okpoti Abstract: The study explored Ghanaian primary school mathematics teachers’ ideas, beliefs and practices of constructivist instructional strategies (CIS). The design for the study was a sequential exploratory design, comprising two hundred and fifty-two (252) mathematics teachers (126 lower primary teachers and 126 upper primary teachers), who were purposively selected from school districts in the Upper East region. The qualitative data consisted of interview responses and lesson observations. The quantitative data consisting mainly of teachers’ responses to 3-point Likert scale questionnaire items, helped to investigate relationship between two quantitative variables. The results indicated that through CIS pupils were able to construct their own understanding, and were willing to follow a learner-centred method of instruction. Additionally, teachers became aware of social interaction and authentic learning tasks, two aspects of CIS. It was also determined that as teachers’ perceptions of CIS increased, their frequency of use of selected CIS correspondingly increased. The implications of this study are that mathematics teachers should be provided with resources that would enable them teach using CIS. To forestall this, in-service and professional development programmes should continually be organized for teachers to keep them abreast of CIS. PubDate: 2017-08-10 Issue No:Vol. 13, No. 1 (2017)

Authors:Josiah D. Kittoe, Samuel K. Asiedu-Addo Abstract: This study explored patterns of fraud and abuse that exist in the National Health Insurance Scheme (NHIS) claims in the Awutu-Effutu-Senya District using data mining techniques, with a specific focus on malaria-related claims. The study employed quantitative research approach with survey design as a strategy of enquiry. This survey explores the utility of various data mining techniques such as data collection, data cleaning/extraction, data integration, data selection, data transformation and pattern evaluation in the health domain. Samples of 720 clients diagnosed with malaria in the years 2013, 2014 and 2015 from 4 NHIS service providers in the districts were randomly selected for this study. Results from two-way between-subjects Analysis of Variance (ANOVA) revealed that Hospital B Private and Hospital A Private recorded the highest and lowest mean cost of malaria treatment respectively. The study further revealed that repetition of NHIS registration number, overbilling of drugs, drug mismatch, excessive prescription of drugs for malaria treatment and duplication of clients records were some of the fraud and abuse at the facility. PubDate: 2017-08-10 Issue No:Vol. 13, No. 1 (2017)

Authors:Shadreck Mandina, Enunuwe C. Ochonogor Abstract: The study sought to find out the difficulties encountered by high school chemistry students when solving stoichiometric problems. The study adopted a quasi-experimental design. 525participants drawn from 8 highs schools in a local education district in Zimbabwe participated in the study. A validate stoichiometry achievement test was used to collect data at pre-test and post-test stages. The researchers also prepared a difficulty identification index to analyse the difficulties encountered by the students. Quantitative data were analysed using descriptive statistics. From the findings, six major difficulties identified were lack of understanding of the mole concept, inability to balance chemical equations, use of inconsistent stoichiometric relationships, identifying the limiting reagent, determination of theoretical yields and identification of substances in excess. The study also found that the use of problem-solving instruction was effective in remedying the identified difficulties in comparison to the conventional lecture method. It was strongly recommended that chemistry educators should analyse and understand student difficulties if they are to assist the learner to become confident and efficient problem solvers. Furthermore, chemistry educators should implement the problem-solving pedagogical technique as a means of addressing the difficulties students have in stoichiometry problem-solving. PubDate: 2017-08-10 Issue No:Vol. 13, No. 1 (2017)

Authors:Emmanuel A. Bofah, Forster D. Ntow Abstract: Studies have shown that parents’ and teachers’ behaviours shape young people’s self-beliefs and achievement in mathematics. Little research has documented the ways in which perceived social support (PSS) promotes students’ self-beliefs (self-confidence and self-concept) towards mathematics in Ghana. Given the important role that students’ PSS (from parents and teachers) plays in fostering children's academic interest, this paper aims to identify the empirical link between PSS and students’ mathematics self-beliefs. The sample consisted of 2034 12th grade (average age = 18.49, girls = 58.20%) high-school students. The possible mediating role of students’ self-confidence on the relationship between students’ PSS and self-concept was examined using latent variable structural equation modelling. The results indicated that PSS statistically significantly predicts students’ mathematics self-belief. Moreover, students’ mathematics self-confidence was found to play a mediating role between PSS and mathematics self-concept. The proportion of the effects mediated, however, varied across the two support sources from 12% to 34%. The findings lend support to the theoretical assumptions in the literature that supportive social relationships influence students’ self-beliefs. PubDate: 2017-08-10 Issue No:Vol. 13, No. 1 (2017)

Authors:Isaac Pinamang, Penrose O. Cofie Abstract: This study investigated pre-service teachers’ content and pedagogical knowledge in teaching geometric transformation. Eighty-two pre-service teachers from two Colleges of Education in the Ashanti region of Ghana consisted the sample size. The study was a quantitative study which employed survey as a strategy of enquiry with a Geometric Transformation Achievement Test (GTAT) as the instrument used for data collection. The GTAT was given to pre-service teachers to identify how knowledgeable they are in content and pedagogical knowledge in geometric transformation. The results indicated a high level of content knowledge but low level of pedagogical content knowledge among the pre-service teachers in geometric transformation. A correlation analysis was also performed to identify the relationship between pre-service teachers’ content and pedagogical knowledge in geometric transformation and the results indicated a weak positive significant relationship between pre-service teachers’ content knowledge and pedagogical content knowledge, r (82) = .044, p < .05, two–tailed. It was therefore recommended that geometric transformation content and pedagogical courses at the Colleges of Education be made more practical and that pre-service teachers should be given ample opportunity to practice what they are going to teach at the basic level. PubDate: 2017-08-10 Issue No:Vol. 13, No. 1 (2017)