Douglas D. Agyei

Professor, Mathematics Education

Professor, University of Cape Coast, desde 2021segundo o 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… Mais no ORCID

Nas suas próprias palavras

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

Publicações: 932006–2026
Citações: 2014a esses artigos
Índice h: 22índice i10 33
Impacto normalizado por área: 6,831,00 é a média mundial
10% mais citados do mundo: 44%26 de 59 artigos pontuados
Acesso aberto: 75%44 dos 59 cujo acesso está registado

2016–2025: 62 publicações, 1014 citações recebidas, índice h 15.

Por ano

Os artigos, e as citações que recebem

Publicações, eixo da esquerdaCitações aos artigos desse ano, eixo da direita2026 ainda em curso

Citações recebidas em cada ano

PeerfordGoogle Scholar

A todo o seu trabalho, incluindo artigos antigos. O Google Scholar conta também citações de teses, livros e páginas web, por isso a sua linha fica mais alta.

Os temas do seu trabalho

Pela classificação de cada artigo

Subáreas

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

Tópicos mais tratados

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

Os seus coautores

62 coautores, aqui e noutros lugares

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.

Onde estão os seus coautores

29% dos seus 59 artigos com afiliações registadas têm um coautor no estrangeiro

artigos em coautoria1234567País de origem

Países parceiros mais frequentes

Países Baixos13
Estados Unidos4
Bélgica2
Tanzânia2
Austrália1
Costa do Marfim1
Koweit1
Canadá1

Artigos com pelo menos um autor nesse país.

Instituições com que mais escreve

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

Onde publica

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

Objetivos de desenvolvimento abordados

Pelo título e pelo resumo de cada artigo

4Educação de qualidade43
9Indústria, inovação e infraestruturas3
3Saúde de qualidade1

Mais citados

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 citações10% mais citados do mundo
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Douglas D. Agyei
Australasian Journal of Educational Technology
2012191 citações10% mais citados do mundo

Percurso

Segundo o seu registo ORCID, consultado em 4 de outubro de 2026

Cargos

Professor, Mathematics and ICT EducationUniversity of Cape Coastdesde 2021

Formação

PhDUniversity of Twente
BachelorUniversity of Cape Town
MastersUniversity of Kaiserslautern

Distinções, filiações e serviço

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

Publicações recentes

Todas as publicações →Descarregar: 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 citação10% mais citados do mundo
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 citaçõesAcesso aberto · Dourado
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 citaçõesAcesso aberto · Dourado
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 citaçõesAcesso aberto · Dourado
Uncovering the power of inquiry-based teaching; Enhancing geometric thinking skills in students
Douglas D. Agyei
International Journal for Multidisciplinary Research (IJFMR)
20253 citações
Implementing Cooperative Learning Based-Approach in Mathematics Classroom Context: The Experiences of High School Teachers
Douglas D. Agyei
Innovations in Pedagogy and Technology
20251 citaçãoAcesso aberto · Bronze
Determinants of academic performance of armed forces schools: perceptions of teachers of Ghana armed forces basic schools
Douglas D. Agyei
Discover Education4
20250 citaçõesAcesso aberto · Dourado
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 citaçõesAcesso aberto · Diamante
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 citações10% mais citados do mundoAcesso aberto · Dourado
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 citações10% mais citados do mundoAcesso aberto · Dourado

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