Douglas Darko Agyei

Professor, University of Cape Coast, depuis 2021selon ORCID

Publie depuis 2006, dernière publication en 2026

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

Education
Developmental and Educational Psychology
Applied Mathematics
Gender Studies
Information Systems
Information Systems and Management

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

5 autres travaux — prépublications, jeux de données et autres — sont listés mais pas comptés.

Google Scholar affiche 3 567 citations, un indice h de 27 et un indice i10 de 43 (2 518 citations et un indice h de 23 depuis 2021), au 5 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

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

Publications

93 au total

From Classroom to Long-Term Results: The Impact of Inquiry-Based Teaching on Student Achievement and Retention in Geometry
2026International Journal of Science and Mathematics EducationRevueAuteur principal1 citation10.1007/s10763-025-10640-0
Building a positive Senior High School Students’ Attitude towards Geometry: A guide to implementing Inquiry-Based Teaching Methods

Télécharger le CV :PDFWord

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

Ses coauteurs les plus fréquents, et les articles qu’ils ont en commun

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
Computers & Education4
2010298 citationsTop 10 % mondial
Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design
Australasian Journal of Educational Technology
2012191 citationsTop 10 % mondialAccès ouvert · Diamant
Collaborative curriculum design for sustainable innovation and teacher learning

Short Term Visiting Scholar, Faculty of EducationUniversity of the Free State

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

Journal of Education and Practice

Enhancing High School Geometry Learning with Inquiry-Based Teaching: Impact on Student Understanding, Performance, and Attitudes

2025African Journal of Educational Studies in Mathematics and SciencesRevueAccès ouvertAuteur principal0 citation10.4314/ajesms.v21i1.1

Uncovering the power of inquiry-based teaching; Enhancing geometric thinking skills in students

2025International Journal for Multidisciplinary Research (IJFMR)RevueAuteur principal3 citations

Understanding Problem-Based Learning and its Application in Learning Mathematics Concepts Among Pre-Service Teachers

2024European Journal of Mathematics and Science EducationRevueAccès ouvertAuteur principal2 citations10.12973/ejmse.5.1.51

Building network of relationships between teachers’ mathematical knowledge for teaching fractions and teaching practices

2023Eurasia Journal of Mathematics Science and Technology EducationRevueAccès ouvertAuteur principal1 citation10.29333/ejmste/13087

Improving senior high school student academic achievement and attitude towards logarithmic function

2023Faculty of Natural and Applied Sciences Journal of Mathematics, and Science EducationRevue0 citation

Thematic Working Group 7-Future Learning Environment: Integrating Digital and Physical Learning Spaces

2023Open Access Te Herenga Waka-Victoria University of WellingtonRapport0 citation

Learning with mobile devices - insights from a university setting in Ghana

2022Education and Information TechnologiesRevueAccès ouvertAuteur principalAuteur correspondant30 citations10.1007/s10639-022-11300-4

Mathematics teachers’ use of ICT in classroom instruction: Exploring the will-skill-tool-pedagogy model in the Ghanaian context

2022Education and Information TechnologiesChapitre de livreAuteur principalAuteur correspondant15 citations10.1007/s10639-022-11234-x

A SWOT Analysis of E-Learning Integration in University of Cape Coast

2022European Journal of Education and PedagogyRevueAccès ouvert10 citations10.24018/ejedu.2022.3.4.373

Factors Influencing Pre-Service Teachers’ Performance in Mathematics in Colleges of Education: Re-counting Experiences in Ghana

2022African Journal of Educational Studies in Mathematics and SciencesRevueAccès ouvertAuteur principal5 citations10.4314/ajesms.v18i1.6

Teaching and learning circle theorems with Dynamic Autograph technology: Should we employ the social-interaction or the self-exploration strategy?

2022African Journal of Educational Studies in Mathematics and SciencesRevueAccès ouvertAuteur principal2 citations10.4314/ajesms.v18i1.5

Promoting Interactive Teaching with ICT: Features of Intervention for the Realities in the Ghanaian Physics Senior High School Classroom

2021International Journal of Interactive Mobile Technologies (iJIM)RevueAccès ouvertAuteur principal16 citations10.3991/ijim.v15i19.22735

Enhancing Students’ Learning of Physics Concepts with Simulation as an Instructional ICT Tool

2021European Journal of Interactive Multimedia and EducationRevueAccès ouvertAuteur principal15 citations10.30935/ejimed/11259

The Paradox of Ghanaian High School Mathematics Teachers’ Perspectives on ICT Use

2021African Journal of Teacher EducationRevueAccès ouvertAuteur principal5 citations10.21083/ajote.v10i1.6521

Effectiveness of Semiosis for Solving the Quadratic Equation

2021European Journal of Mathematics and Science EducationRevueAccès ouvertAuteur principal4 citations10.12973/ejmse.2.1.13

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation

2020Education and Information TechnologiesRevuePremier auteurAuteur correspondant56 citations10.1007/s10639-020-10253-w

Participatory Teaching and Learning Approach: A Framework for Teaching Redox Reactions at High School Level

2020International Journal of Education and PracticeRevueAccès ouvertAuteur principal22 citations10.18488/journal.61.2020.81.106.120

Examining Colleges of Education Mathematics Tutors’ Conceptions in Teaching Completing the Square in Ghana

2020International Journal of Scientific and Research PublicationsRevueAccès ouvertAuteur principal4 citations10.29322/ijsrp.10.03.2020.p9927

The impact of educational technology initiatives on students learning outcomes: Perspectives of Sub-Saharan Africa

2020International Journal of Education, Learning and DevelopmentRevuePremier auteur12 citations

Philosophy of teaching, teaching style and ICT use: a qualitative study of the perspectives of high school mathematics teachers

2019African Journal of Educational Studies in Mathematics and SciencesRevueAccès ouvertAuteur principal5 citations10.4314/ajesms.v15i1.1

Technology Pedagogy and Education3

University of Cape Coast3

Comment ces travaux se lisent

75 % en lecture libre, sur les 59 renseignés

Diamant 16 · 17 %Gratuit à lire et à publier
Doré 14 · 15 %Dans une revue en accès ouvert
Hybride 4 · 4 %Ouvert dans une revue sur abonnement
Bronze 4 · 4 %Gratuit à lire, sans licence ouverte
Vert 6 · 6 %Une copie dans une archive ouverte
Fermé 15 · 16 %Derrière un accès payant
Inconnu 34 · 37 %Non renseigné par la source

Qui finance ces travaux

3 articles sur 93 citent un financeur

European Commission1
Kwame Nkrumah University of Science and Technology1
National Transportation Center, Morgan State University1
Universiteit van Amsterdam1

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana

Education and Information Technologies4

2010134 citationsTop 10 % mondialAccès ouvert · Hybride

Digitizing distance learning materials: Measuring students’ readiness and intended challenges

Education and Information Technologies4

202091 citationsTop 10 % mondial