Andrews Acquah
University of Education, Winneba
Également à University of Educationd’après ses articles récents
- Research Fellow/Lecturer, University of Education, Winneba, depuis 2022selon ORCID
- Research Fellow, University of Education, Winnebaselon ORCID
Publie depuis 2015, dernière publication en 2026
Dr. Andrews Acquah is a researcher in education and an academic with strong expertise in curriculum and teaching. He holds a Bachelor of Education (Arts), a Master of Philosophy in Curriculum and Teaching, and a Doctor of Philosophy (PhD) in Curriculum and Teaching, all obtained from the University of Cape Coast, Ghana. His PhD research thesis earned him the Dean’s Award of Excellence for producing an outstanding thesis in Curriculum and Teaching. Dr. Acquah’s research… Suite sur ORCID
- Education
- Sociology and Political Science
- Information Systems
- Safety Research
- Accounting
- Computer Networks and Communications
Dans ses propres mots
- Curriculum and Instruction
- Teacher Education
- Religious Education
- Educational Technology
- Publications
- 402015–2026
- Citations
- 344à ces articles
- Indice h
- 10indice i10 10
- Impact normalisé par discipline
- 2,951,00 correspond à la moyenne mondiale
- Top 10 % mondial
- 26 %5 sur 19 articles évalués
- Accès ouvert
- 89 %17 sur les 19 dont l’accès est renseigné
Google Scholar affiche 421 citations, un indice h de 10 et un indice i10 de 10 (402 citations et un indice h de 10 depuis 2021), au 10 octobre 2026. Il compte aussi les thèses, les livres et les pages web ; ses chiffres sont donc plus élevés.
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
Postes
- Research Fellow/Lecturer, National Centre for Research into Basic Education (NCRIBE)University of Education, Winnebadepuis 2022
- Research Fellow, National Centre for Research Into Basic EducationUniversity of Education, Winneba
Publications
40 au total
- Influence of Religious Literacy and Multicultural Teaching Competence on Religious and Moral Education Teachers’ Self-Efficacy: Empirical Evidence from Public Basic Schools in the Kumasi Metropolis
2026Universal Journal of Social Sciences and HumanitiesRevueAccès ouvertPremier auteurAuteur correspondant0 citation10.31586/ujssh.2026.6263
- From emergency remote teaching to innovative online pedagogy: Post-COVID insights from a Ghanaian University