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Collins Asoma · Peerford

University of Education, Winneba / Scholars

CA

Collins Asoma

University of Education, Winneba

Publishing since 2022, latest 2023

Education
Applied Mathematics
General Agricultural and Biological Sciences
Statistics and Probability

ORCID 0000-0001-8760-682X
Their record on OpenAlex
Download CV:PDF Word
Who they write with Where their co-authors are Every publication
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Publications: 32022–2023
Citations: 7to those papers
h-index: 2i10-index 0
Field-weighted impact: 1.011.00 is the world average
World top 10%: 0%0 of 3 scored papers
Open access: 100%3 papers free to read

By year

Papers, and the citations to them

Publications, left axisCitations to that year’s papers, right axis2026 still in progress

Citations received each year

Peerford

To all their work, old papers included. Google Scholar also counts citations from theses, books and web pages, so its line runs higher.

What they work on

From the classification of each paper

Subfields

Education3100%

Career

On their papers

Berekum College of Education3 works
Holy Family Hospital2 works
Ghana Education Service1 work
University of Education, Winneba1 work

Every institution they have given on a paper.

Publications

3 in all

Newest Most cited Oldest Title

Search their publications by title

Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana
2023EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCESJournalOpen access1 citation10.46606/eajess2023v04i03.0283
Perception and Challenges of Students Towards the Learning of Agricultural Science at Public Senior High Schools in Berekum East Municipal

Applied Mathematics133%

General Agricultural and Biological Sciences133%

Statistics and Probability133%

Life Sciences
Physical Sciences
Social Sciences

Topics most written on

Cognitive and developmental aspects of mathematical skills1
Diverse Educational Innovations Studies1
Education and Critical Thinking Development1
Education Systems and Policy1
Educational Assessment and Pedagogy1
Innovations in Educational Methods1
Mathematics Education and Pedagogy1
Mathematics Education and Teaching Techniques1
Online and Blended Learning1

Who they write with

Their most frequent co-authors, and the papers those co-authors share

Where their co-authors are

0% of their papers have a co-author abroad

Most frequent partner countries

Papers with at least one author in that country.

Institutions written with most

Berekum College of EducationGH3 papers
Holy Family HospitalGH2 papers
Ghana Education ServiceGH2 papers
St. Joseph's College of EducationGH1 paper

Where they publish

EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES1
EAST AFRICAN JOURNAL OF MANAGEMENT AND BUSINESS STUDIES1
European Journal of Theoretical and Applied Sciences1

How it can be read

100% free to read

Diamond 2 · 67%Free to read and to publish
Hybrid 1 · 33%Open in a subscription journal

Development goals addressed

From each paper’s title and abstract

4Quality education2
2Zero hunger1

Most cited

Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana
EAST AFRICAN JOURNAL OF MANAGEMENT AND BUSINESS STUDIES4
20224 citationsOpen access · Hybrid
Perception and Challenges of Students Towards the Learning of Agricultural Science at Public Senior High Schools in Berekum East Municipal
European Journal of Theoretical and Applied Sciences2
20232 citationsOpen access · Diamond
Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES4
20231 citationOpen access · Diamond

2023

European Journal of Theoretical and Applied Sciences

Journal

Open access

2 citations

10.59324/ejtas.2023.1(4).94

Mathematics Teachers’ Problem-Solving Knowledge, Practices and Engagement among Public Junior High Schools in Berekum West, Ghana

2022EAST AFRICAN JOURNAL OF MANAGEMENT AND BUSINESS STUDIESJournalOpen accessFirst author4 citations10.46606/eajess2022v03i01.0143