DR. Mahama, INUUSAH
Abu-Sadat, R., Eggley, V. E., Kwaw, R., Mahama, I. (2026). Teachers’ Knowledge and Years of Teaching as Determinants of the Application of Evidence -Based Practices (EBPs) in Teaching Learners with Diverse Needs. Education Journal, 15(2), 69-78. DOI: https://doi.org/10.11648/j.edu.20261502.13
Kwaw, R., Kwartemaa, E., Amoako, B. M., Edjah, J. O., & Mahama, I. (2026). Students’ Involvement in Voice Practices, Democratic Participation, And Peer-Led Restorative Practices in Ghanaian Higher Education Institutions. Canadian Journal of Educational and Social Studies, 6(1), 52-89. DOI: https://doi.org/10.53103/cjess.v6i1.428
Abdullah, A. & Mahama, I. (2026). Elementary teachers’ perspectives on RTI Programmes in supporting students with learning disabilities in Saudi Arabia. Humanities and Social Sciences Communications, 1-14. DOI: https://doi.org/10.1057/s41599-026-07376-9
Ramos-Vera, C., Machado, G. M., Gruda, D., Fu, H., Olivera-Cercado, R., Hualparuca-Olivera, L., Amoako, B. M., Mahama, I., Anthony, I., Santos de Farias, E., Nakano, T. C., Campos, C. R., & Bonfá-Araujo, B. (2026). Cross-cultural validation of the malevolent creativity behavior scale in 7 countries. The Journal of Creative Behaviour, 60(1), e70084. DOI: https://doi.org/10.1002/jocb.70084
Mahama, I., Odurowaa, J. E., Dampson, G. D., Kwartemaa, E., & Ibrahim, R. (2026). Profiling Teachers’ Knowledge and Use of Evidence-Based Practices in Ghanaian Inclusive Classrooms. Educational Point, 3(1), e146. DOI: https://doi.org/10.71176/edup/17800
Mahama, I. (2025). Toward restorative justice models in education: Exploring K-12 teachers’ perspectives in Ghana. Child & Youth Services, 1, 1-22.
Klutsey, A. D., & Mahama, I. (2025). Academic resilience mediates the relationship between meaning in life and subjective happiness among undergraduate students. BMC Psychology, 13, 673. DOI: https://doi.org/10.1186/s40359-025-02989-2
Bawa, S., Yongping, X., Benin, I. W., Mahama, I., & Almudaihesh, A. S. (2025). Unpacking the dynamics: The influence of M&A networks on e-innovation in African Listed Firms. South African Journal of Business Management, 15(1), 56.
Mahama, I., & Amadu, P. (2025). You are the Driver and AI is the Mate: Exploring Human-Led Creative and Critical Thinking in AI-Augmented Learning Environments. F1000Research, 14, 974. DOI: https://doi.org/10.12688/f1000research.167...
Mahama, I., Dramanu, B. Y., Awini, A., Annan-Brew, R. K., & Bentil, J. (2025). Gender and age as determinants of technological efficacy of teachers in implementing the standard-based curriculum in the Wa Municipality, Ghana. Psychology, 16, 1500-1518. https://www.scirp.org/journal/paperinformation?...
Bekoe, S. O., Mahama, I., Amoako, B. M., Antwi, T., & Amos, P. M. (2025). Teachers’ characteristics and technological efficacy in applying the Standard-Based Curriculum in Ghana: A mixed-method study. Educational Point, 2(2), e138. DOI: https://doi.org/10.7117
Almulla, M. O., Alismail, A. M., Mahama, I., & Almulla, A. A. (2025). Resilience as a predictor of internet addictive behaviours: a study among Ghanaian and Saudi samples using structural equation modelling approach. BMC Psychology, 13(1), 77. DOI: https://doi.org/10.1186/s40359-025-02383-y
Mahama, I., Edoh-Torgah, N. A., Miezah, D., Ammah, C., & Amponsah, M. O. (2024). The predictive relationship between curiosity and internet addiction among tertiary students in Ghana. Discover Psychology, 4(1), 114. DOI: https://doi.org/10.1007/s44202-024-00233-3
Baidoo-Anu, D., Asamoah, D., Amoako, I., & Mahama, I. (2024). Exploring student perspectives on generative artificial intelligence in higher education learning. Discover Education, 3(1), 98. DOI: https://doi.org/10.1007/s44217-024-00173-z
Mahama, I., Asamoah-Gyimah, K., & Dramanu, B. Y. (2024). Mahama, I., Asamoah-Gyimah, K.Examining the interrelationships among curiosity, creativity, and academic motivation using students in high schools: A multivariate analysis approach. Open Education Studies, 6(1), (1), 20240001. DOI: https://doi.org/10.1515/edu-2024-0001