Dr. Armah, Robert Benjamin
Armah, P. H., Sarpong Adusei, M., Armah, R. B., & Yeboah, D. O. (2025). Mathematics Achievement in Underserved Secondary Schools: Interplay of Teacher Characteristics, School Conditions and Student Attributes. African Journal of Educational Studies in Mathematics and Sciences, 21(1), 105 - 129. DOI: https://dx.doi.org/10.4314/ajesms.v21i1.7
Armah, R. B. (2024). Geometric Thinking of Prospective Mathematics Teachers: Assessing the Foundation Built by University Undergraduate Education in Ghana. Teacher Education and Curriculum Studies, 9(2), 40 - 51. DOI: https://doi.org/10.11648/j.tecs.20240902.12
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
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. http://www.sciencepublishinggroup.com/j/ajeit
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 - 77. 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, 6(5), 868 - 879.
Oppong, R. A. & Armah, R. B. (2021). Mechanics for 4-yr BSc. in Mathematics Education. Institute for Distance and e-Learning. University of Education, Winneba. UEW, .
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), ep21001. DOI: https://doi.org/10.30935/conmaths/9288
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), em1694. DOI: https://doi.org/10.29333/ejmste/103562
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(6), 1547 - 1569. DOI: https://doi.org/10.1007/s11423-018-9623-9
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, 4(1), 314 - 330. DOI: https://doi.org/10.21890/ijres.383201
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: https://doi.org/10.11648/j.her