DR. Armah, PRINCE HAMID
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, 5(1), 623–657. DOI: https://doi.org/10.26803/ijlter.25.1.30
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. (2026). Teaching Junior High School Mathematics in Ghana: A Practical Guide for Student Teachers and Practising Teachers.(1st Ed). Firstline Education Services Ltd, Accra, Ghana, Accra, Ghana. ISBN 978-9988-42-093-2
Armah, P. H. (2026). Distributional inequality in mathematics achievement: Quantile regression evidence from low-performing secondary schools in Ghana. International Journal of Learning, Teaching and Educational Research, 25(5), 252–282. DOI: https://doi.org/10.26803/ijlter.25.5.12
Armah, P. H. (2025). Revisiting the nature of school mathematics: Philosophical foundations and implications for contemporary pedagogy. Open Journal of Philosophy, 15(3), 672–694. DOI: https://doi.org/10.4236/ojpp.2025.153041
Armah, P. H. (2025). Assessment practices of Ghanaian senior high school mathematics teachers: A national survey of practices, self-rated skills, and predictors. European Journal of Mathematics and Science Education,, 6(3), 161–177. DOI: https://doi.org/10.12973/ejmse.6.3.161
Armah, P. H., Adusei, M. S., Armah, R. B., & Yeboah, D. O. (2025). Mathematics achievement in underserved secondary schools: Interplay of teacher characteristics, school conditions and student attribute. African Journal of Educational Studies in Mathematics and Sciences, 21(1), 105–124. DOI: https://doi.org/10.4314/ajesms.v21i1.7
Armah, P. H., & Robson, D. (2019). Exploring intentions to teach mathematical problem solving: An application of the Theory of Planned Behaviour. African Journal of Educational Studies in Mathematics and Sciences, 15(1), 117–133. https://www.ajol.info/index.php/ajesms/article/...
Armah, P. H., & Robson, D. (2018). Identifying beliefs underlying the teacher’s decision to teach mathematical problem solving: An elicitation study using the Theory of Planned Behaviour. African Journal of Educational Studies in Mathematics and Sciences, 14, 167–183. https://www.ajol.info/index.php/ajesms/article/...
Armah, P. H., & Osafo-Apeanti, W. (2013). The effect of graphing software on students’ conceptual understanding of quadratic functions. African Journal of Educational Studies in Mathematics and Sciences, 10, 9–22. https://www.ajol.info/index.php/ajesms/article/...