Douglas D. Agyei

Professor, Mathematics Education

Professor, University of Cape Coast, depuis 2021selon ORCID

Douglas Darko Agyei is a Professor of Mathematics Education in the Department of Mathematics and ICT Education at the University of Cape Coast. He holds a PhD degree in Curriculum Design & Instructional Technology (Mathematics Education) from the University of Twente, The Netherlands and a Master’s degree in Applied Mathematics from the University of Kaisersalutern, Germany. He obtained his First degree in Mathematics Education, from the University of Cape Coast, Ghana. His… Suite sur ORCID

Dans ses propres mots

Educational Technology
Instructional Technology
Technological Pedagogical Content Knowledge
Mathematics Education
Curriculum and Teaching
TPACK
Information and Communication Technology

Publications: 932006–2026
Citations: 2 014à ces articles
Indice h: 22indice i10 33
Impact normalisé par discipline: 6,831,00 correspond à la moyenne mondiale
Top 10 % mondial: 44 %26 sur 59 articles évalués
Accès ouvert: 75 %44 sur les 59 dont l’accès est renseigné

2016–2025 : 62 publications, 1 014 citations reçues, indice h 15.

Par année

Les articles, et les citations qu’ils reçoivent

Publications, axe de gaucheCitations des articles de l’année, axe de droite2026 encore en cours

Citations reçues chaque année

PeerfordGoogle Scholar

À l’ensemble de ses travaux, y compris les plus anciens. Google Scholar compte aussi les citations issues de thèses, de livres et de pages web ; sa courbe est donc plus haute.

Ses thèmes de travail

D’après la classification de chaque article

Sous-disciplines

Education5559 %
Developmental and Educational Psychology1920 %
Applied Mathematics1011 %
Gender Studies1011 %
Information Systems910 %
Information Systems and Management66 %
Statistics and Probability55 %
Sociology and Political Science44 %
Computer Science Applications22 %
Social Psychology22 %

Physical Sciences
Social Sciences

Thèmes les plus traités

Online and Blended Learning22
Education and Technology Integration15
Innovative Teaching and Learning Methods15
Mathematics Education and Teaching Techniques14
Gender and Technology in Education10
Mathematics Education and Pedagogy10
Mobile Learning in Education8
Teacher Education and Leadership Studies6
Science Education and Pedagogy5
Technology Adoption and User Behaviour5
Cognitive and developmental aspects of mathematical skills4
Education and Digital Technologies4

Ses coauteurs

62 coauteurs, ici et ailleurs

Same unit
Same university
Same country
Elsewhere in Africa
No African institution

The 30 most frequent of 62 co-authors. Circle area and line width are papers written together; the strongest ties sit nearest. “No African institution” is anyone the papers place outside Africa’s institutions; Peerford records affiliations only there.

Où se trouvent ses coauteurs

29 % de ses 59 articles aux affiliations renseignées ont un coauteur à l’étranger

articles cosignés1234567Pays d’origine

Pays partenaires les plus fréquents

Pays-Bas13
États-Unis4
Belgique2
Tanzanie2
Australie1
Côte d’Ivoire1
Koweït1
Canada1

Articles ayant au moins un auteur dans ce pays.

Institutions avec lesquelles elle écrit le plus

University of TwenteNL11 articles
University of Education, WinnebaGH5 articles
University of GhanaGH3 articles
Berekum College of EducationGH3 articles
Ghana Armed Forces Command and Staff CollegeGH3 articles
University of AmsterdamNL2 articles
Michigan State UniversityUS2 articles
Iowa State UniversityUS2 articles
University of Dar es SalaamTZ2 articles
University of WollongongAU1 article

Où paraissent ses travaux

Education and Information Technologies6
African Journal of Educational Studies in Mathematics and Sciences5
International Journal of Education, Learning and Development5
Cogent Education4
University of Twente Research Information4
Society for Information Technology & Teacher Education International Conference

Objectifs de développement abordés

D’après le titre et le résumé de chaque article

4Éducation de qualité43
9Industrie, innovation et infrastructure3
3Bonne santé et bien-être1

Les plus cités

Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology
Douglas D. Agyei
Computers & Education4
2010298 citationsTop 10 % mondial
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Douglas D. Agyei
Australasian Journal of Educational Technology
2012191 citationsTop 10 % mondial

Parcours

D’après sa fiche ORCID consultée le 4 octobre 2026

Postes

Professor, Mathematics and ICT EducationUniversity of Cape Coastdepuis 2021

Formation

PhDUniversity of Twente
BachelorUniversity of Cape Town
MastersUniversity of Kaiserslautern

Distinctions, adhésions et services

Short Term Visiting Scholar, Faculty of EducationUniversity of the Free State2024
Short Term Visiting Scholar, Faculty of EducationUniversity of the Free State2019
Short Term Visiting Scholar, Faculty of EducationUniversity of the Free State2018
Short Term Visiting ScholarGrand Valley State University2018
Short Term Visiting Scholar, Faculty of EducationUniversity of the Free State2017
Visiting Professor, Centre for International Cooperation in Education (CICE)Hiroshima University2013

Publications récentes

Toutes les publications →Télécharger : BibTeX · RIS

From Classroom to Long-Term Results: The Impact of Inquiry-Based Teaching on Student Achievement and Retention in Geometry
Douglas D. Agyei
International Journal of Science and Mathematics Education4
20261 citationTop 10 % mondial
Building a positive Senior High School Students’ Attitude towards Geometry: A guide to implementing Inquiry-Based Teaching Methods
Douglas D. Agyei
Journal of Education and Practice4
20260 citationAccès ouvert · Doré
A multivariate and structural modelling analysis of teacher readiness and adoption of the TM1 laptop computer for classroom use
Douglas D. Agyei, George Adom, Isaac Benning, Japhet Kwasi Osiakwan, Prof Forster D Ntow
Discover Education9
20260 citationAccès ouvert · Doré
Assessing high school students’ views on how Ghana’s Wi-Fi technology program influences learning: an empirical study in Cape Coast Metropolis of Ghana
Douglas D. Agyei
Humanities and Social Sciences Communications
20260 citationAccès ouvert · Doré
Uncovering the power of inquiry-based teaching; Enhancing geometric thinking skills in students
Douglas D. Agyei
International Journal for Multidisciplinary Research (IJFMR)
20253 citations
Implementing Cooperative Learning Based-Approach in Mathematics Classroom Context: The Experiences of High School Teachers
Douglas D. Agyei
Innovations in Pedagogy and Technology
20251 citationAccès ouvert · Bronze
Determinants of academic performance of armed forces schools: perceptions of teachers of Ghana armed forces basic schools
Douglas D. Agyei
Discover Education4
20250 citationAccès ouvert · Doré
Enhancing High School Geometry Learning with Inquiry-Based Teaching: Impact on Student Understanding, Performance, and Attitudes
Douglas D. Agyei
African Journal of Educational Studies in Mathematics and Sciences4
20250 citationAccès ouvert · Diamant
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 coast metropolis
Douglas D. Agyei
Cogent Education
202412 citationsTop 10 % mondialAccès ouvert · Doré
Analyses of algebra knowledge and difficulties among Ghanaian Junior High School learners: Insights from standard-based mathematics curriculum implementation
Douglas D. Agyei
Social Sciences & Humanities Open4
20246 citationsTop 10 % mondialAccès ouvert · Doré

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