Teaching knowledge and difficulties of In-field and Out-of-field Junior High School mathematics teachers in algebra by Williams Osei, Douglas Darko Agyei

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Transition from Knowledge of Algebra for Teaching (KAT) to Technological Knowledge of Algebra for Teaching (T-KAT) by Williams Osei, Douglas Darko Agyei

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Analyses of algebra knowledge and difficulties among Ghanaian Junior High School learners: Insights from standard-based mathematics curriculum implementation by Williams Osei, Douglas Darko Agyei

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The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use by Farouq Sessah Mensah, Douglas Darko Agyei

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Effectiveness of problem-based learning strategy in improving teaching and learning of mathematics for pre-service teachers in Ghana by Eric Sefa Boye, Douglas Darko Agyei

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Determinants of academic performance of armed forces schools: perceptions of teachers of Ghana armed forces basic schools by Eric Sefa Boye, Douglas Darko Agyei

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In-service mathematics teachers’ preparedness, knowledge, skills, and self-efficacy beliefs of using technology in lesson delivery by Emmanuel Agyei, Douglas Darko Agyei, Isaac Benning

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Developing interactive pedagogies: A case of accounting pre-service teachers from Ghana by Bernard Fentim Darkwa, Douglas Darko Agyei, Joseph Tufuor Kwarteng

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Examining teachers’ perceptions of the impact of government of Ghana’s wi-fi technology program on teaching practices: an empirical study from the senior high schools in the cape c... by Richard Kyere Asomah, Douglas Darko Agyei, Gabriel Assamah, Kwaku Darko Amponsah

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Clinical preceptorship in Ghana in the era of COVID-19 pandemic: an interventional study by Nancy Innocentia Ebu Enyan, Christian Makafui Boso, Anastasia Adomah Ofori, Dorcas Frempomaa Agyare, Irene Korkoi Aboh, Nkechi Oluwakemi Dike, Douglas Darko Agyei, Dorcas Obiri-Yeboah

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