Prof. Assuah, Charles Kojo

Assuah, C.K., Mantey, G. K., & Osei, L. (2022). The effect of think-pair-share learning on junior high school students’ achievement in algebraic expressions: Pre-test-post-test non-equivalent control group design. Asian Journal of Probability and Statistics, 20(2), 46-55.

Assuah, C.K., Abedu, G., Mensah- Wonkyi, T., Adusei, M. S., & Ghunney, S. (2022). Walking undergraduate students through the maze of chi-square test of independence and homogeneity, involving several proportions, and goodness-of-fit. Asian Journal of Probability and Statistics, 18(4), 22-35.

Assuah, C.K., Abedu, G., Mensah- Wonkyi, T., Adusei, M. S., & Ghunney, S. (2022). Enhancing undergraduate mathematics students’ conceptual knowledge of the confidence interval for the population mean. British Journal of Education, 10(8), 1- 17, 10(8), 1-17.

Assuah, C.K., Armah, R. B., Sabtiwu, R., Abedu, G., & Assuah, S. (2022). High school mathematics teachers’ knowledge about stem education: The ordinal logistic regression model. International Journal of Research and Innovation in Social Sciences, 16(5), 868-878.

Assuah, C.K., Armah, R. B., Sabtiwu, R., Abedu, G., & Awolu, F. (2022). The multinomial logistic regression model’s utility to assess parameters in predicting junior high school students’ preference for selected mathematics topics. American Journal of Information Technology, 6(1), 31-38.

Assuah, C.K., Sabtiwu, R., Armah, R. B., Abedu, G., & Awolu, F. (2022). Pass or failure of students in the “WASSCE” mathematics mock examination: The binary logistic regression model. International Journal of Education, Learning and development, 10(4), 38-56.

Assuah, C. K. (2021). Student-level, classroom-level, and school-level factors as predictors of undergraduate mathematics students’ achievement in vector analysis. International Journal of Education, Learning and Development, 9(7), 16-37, 9(7), 16-37. DOI: https://ssrn.com/abstract=3933010

Assuah, C. K. (2021). Understanding the concept of P-value from the perspectives of two distinct definitions. International Journal of New Technology and Research, 7(8), 9-19, 7(8), 9-19. DOI: https://doi.org/10.31871/IJNTR.7.8.11

Assuah, C. K. (2021). Developing undergraduate mathematics students’ conceptual knowledge about the sampling distribution of the sample mean and Central Limit Theorem. International Education and Research Journal, 7(5), 42-53.

Assuah, C. K. (2019). Using a Latin- Square design to determine the most effective mathematics teaching method. International Journal of New Technology and Research, 5(7), 64-69. DOI: https://doi.org/10.31871/IJNTR.5.7.14

Assuah, C.K. (2019). Preservice mathematics teachers’ knowledge about forms of representing the dispersion of a data set. International Education Research Journal, 5(7), 29-32.

Adu, E., Mereku, D. K., Assuah, C. K., & Okpoti, C. (2018). Effect of multimedia courseware with cooperative learning on senior high school students’ proficiency in solving linear equation word problems. Afr,ican Journal of Educational Studies in Mathematics and Sciences, 13, 1-11.

Assuah, C.K., Asiedu-Addo, S.K., & Arthur, Y.D. (2018). Investigating the reliable and interpretable components existing among twenty-one variables using principal component analysis. In,ternational Journal of Current Advanced Research, 7(2A), 9631-9635.

Assuah, C.K., Asiedu-Addo, S.K., & Arthur, Y.D. (2018). Effect of gender, participant type and subject type on student and teacher perceptions of teacher oral communication behaviour in the mathematics classroom. In,ternational Journal of Current Advanced Research, 7(2A), 9625-9630.

Arthur, D. Y., Asiedu-Addo, S.K., & Assuah, C.K. (2017). Students’ perception and its impact on Ghanaian students’ interest in mathematics: Multivariate statistical analytical approach. Asian Research Journal of Mathematics, 3(1), 1-12.