Dr. Armah.de, Robert Benjamin
| +233205664042 | |
| rbarmah@uew.edu.gh |
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 Education and Information Technology, 6(1), 31 - 38. DOI: https://doi.org/10.11648/j.ajeit.20220601.16
Aduko, E. A. & Armah, R. B. (2022). Adapting Bruner’s 3-Tier Theory to Improve Teacher Trainees’ Conceptual Knowledge for Teaching Integers at the Basic School. European Journal of Mathematics and Science Education, 3(2), 61 - 67. DOI: https://doi.org/10.12973/ejmse.3.2.61
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 Science (IJRISS), 6(5), 868 - 879. http://www.rsisinternational.org
Assuah, C. K., Sabtiwu, R., Armah, R. B., Abedu, G., & Awulo, 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. https://www.eajournals.org/
Mensah, J. Y., Sam, S. E., & Armah, R. B. (2022). The Use of PowerPoint Presentation in Mathematics Education: A Comparative Study of Endowed and Less Endowed Schools in Ghana. International Journal of Scientific and Management Research, 5(8), 164 - 176. DOI: http://doi.org/10.37502/IJSMR.2022.5814
Armah, S. E., Akayuure, P., & Armah, R. B. (2021). A Comparative Study of Male and Female Distance Learners’ Mathematics Achievement. Contemporary Mathematics and Science Education, 2(1), 1 - 8. DOI: https://doi.org/10.30935/conmaths/9288
Oppong, R. A. & Armah, R. B. (2021). Introduction to Mathematical Mechanics.(1st Edition). , .
Armah, R. B., & Kissi, P. S. (2019). Use of the van Hiele Theory in Investigating Teaching Strategies used by College of Education Geometry Tutors. EURASIA Journal of Mathematics, Science and Technology Education, 15(4), 1 - 13. DOI: https://doi.org/10.29333/ejmste/103562
Armah, R. B., Cofie, P. O., & Okpoti, C. A. (2018). Investigating the Effect of van Hiele Phase-based Instruction on Pre-service Teachers’ Geometric Thinking. International Journal of Research in Education and Science (IJRES), 4(1), 314 - 330. DOI: https://doi.org/10.21890/ijres.383201
Kissi, P. S., Nat, M., & Armah, R. B. (2018). The effects of learning–family conflict, perceived control over time and task-fit technology factors on urban–rural high school students’ acceptance of video-based instruction in flipped learning approach. Educational Technology Research and Development, 66, 1547 - 1569. DOI: https://doi.org/10.1007/s11423-018-9623-9
Armah, R. B., Cofie, P. O., & Okpoti, C. A. (2017). The Geometric Thinking Levels of Pre-service Teachers in Ghana. Higher Education Research, 2(3), 98 - 106. DOI: http://doi.org/10.11648/j.her.20170203.14