Prof. Assuah, Charles Kojo

Assuah, C.K., Osei, L. & Mantey, G. K. (2022). University mathematics major ratings of their lecturers’ preferred teaching methods: A repeated-measures design. British Journal of Education, 10(15), 37-45. DOI: https://doi.org/10.37745/bje.2013/vol10n15...

Assuah, C.K., Osei, L. & Mantey, G. K. (2022). The effect of inquiry-based learning on high school students’ achievement in plane geometry: Pre-test-post-test randomized experimental design. Asian Research Journal of Mathematics, 18(11), 320-331.

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. (November 7, 2019). The art of public speaking and presentation skills [Paper presentation]. GRASAG-UEW seminar, Not specified

Assuah, C.K. (October 14-20, 2019). Participated in the Inter-university conference for doctoral studies [Paper presentation]. Inter-university conference for doctoral studies at UCLM, Abidjan

Assuah, C.K. (November 5, 2019). Briefs on appointments, promotions, and support in professional development agenda [Paper presentation]. Professional development conference, Winneba

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