R&P: Articles in Journals

Since

Adenyoh, C.K., Agbevivi, SL., Adzifome, N. S., Annobil., C.N., Seibu, M., Amponsah, N.,. (2026). Ghana National Teachers’ Standards and College Tutors’ Practice: A Gender And Age Analysis. European Journal of Social Sciences Studies, 12(1), 180-201. DOI: https://oapub.org/soc/index.php/EJSSS/issu...

Adenyoh, C. K., Agbevivi, S. L., Adzifome, N. S., Annobil, C. N., Seibu, M., & Amponsah, N. (2026). Ghana National Teachers’ Standards and College Tutors’ Practice: A Gender and Age Analysis. European Journal of Social Sciences Studies, 12(1), 180-201. DOI: https://doi.org/10.46827/ejsss.v12i1.2126

Armah, P. H., Armah, R. B., Yeboah, D. O. & Adusei, M. S. (2026). Extended theory of planned behavior: a contextual framework for school mathematics reform. International Journal of Evaluation and Research in Education, 15(1), 725 - 739. DOI: https://doi.org/10.11591/ijere.v15i1.36495

Armah, P. H., Yeboah, D. O., Adusei, M. S., & Armah, R. B. (2026). Teachers’ Sensemaking, Agency and the Implementation of Core Competencies: Lessons from Ghana’s Competency based Mathematics Curriculum Reform. International Journal of Learning, Teaching and Educational Research, 25(1), 623 - 657. DOI: https://doi.org/10.26803/ijlter.25.1.30

Kumazah, V & Agyei, D. D. (2026). From Classroom to Long‑Term Results: The Impact of Inquiry‑Based Teaching on Student Achievement and Retention in Geometry. International Journal of Science and Mathematics Education, 24, 14. DOI: https://doi.org/10.1007/s10763-025-10640-0

Edu, J. K., Koomson, S., & Adzei, S. E. (2026). Synthesising Stage Blood Using Ghanaian Indigenous Materials: From Material Scarcity to Artistic Self-Reliance. Journal of Art and Design, 6(1), 1-14. DOI: https://doi.org/10.31586/jad.2026.6251

Esia-Donkoh, K. (2026). Principals' leadership style and tutor job satisfaction: Insights from tutors in public colleges of education in Ghana. European Journal of Education Studies, 13(1), 14-40. DOI: http://dx.doi.org/10.46827/ejes.v13i1.5948

Forson, J.A., Kutorglo, E.S., Baidoo, V., Ohene Ntow, D.A., & Gbeglo, F. (2026). Fiscal legacies and public financial management performance in West Africa: a comparative study of Anglophone and Francophone ECOWAS states. African Journal of Economic and Management Studies, 16, 1-17. DOI: https://doi.org/10.1108/AJEMS-10-2025-0816

Odame, P. K., Sam, E. F., Uzondu, C., Boateng, F. G., Mogaji, E., & Ikeogu, C. (2026). Walking in an unwalkable context: Exploring methodology for co-producing knowledge in secondary cities. African Transport Studies, 4, 1000073. DOI: https://doi.org/10.1016/j.aftran.2025.100073

Kumi-Manu, R. N., & Ebo, P. (2025). Impact of Professional Learning Communities (PLCs) on Teacher Professional Development in Senior High Schools in the Effutu Municipality. Innovative Journal of African Education, 1(1), 1-16. https://ijae.wsu.ac.za/ijae/index.php/ojs/artic...

Kumi-Manu, R. N. & Ebo, P. (2025). Assessing Teachers' Preparedness For Integrating Artificial Intelligence (AI) In Biology Instruction In Senior High Schools. Journal of Emerging Trends in Educational Research and Policy Studies, 17(1), 1-8. DOI: https://doi.org/10.5281/zenodo.17547869

Kumazah, V., & Agyei, D. D. (2025). Uncovering the power of inquiry-based teaching: enhancing geometric thinking skills in students. International Journal for Multidisciplinary Research, 7(1), 1-18. https://doi.org/10.36948/ijfmr.2025.v07i01.34568

Kumazah, V., & Agyei, D. D. (2025). Enhancing High School Geometry Learning with Inquiry-Based Teaching: Impact on Student Understanding, Performance, and Attitudes. African Journal of Educational Studies in Mathematics and Sciences, 21(1), 1-14.

© 2019 University of Education, Winneba