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Charity Ampomah · Peerford

Ashesi University / Scholars

CA

Charity Ampomah

Ashesi University

Publishing since 2023, latest 2025

Education
Developmental and Educational Psychology
Media Technology
Modeling and Simulation

ORCID 0009-0002-0285-5996
Their record on OpenAlex
Download CV:PDF Word
Who they write with Where their co-authors are Every publication
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Publications: 42023–2025
Citations: 8to those papers
h-index: 2i10-index 0
Field-weighted impact: 5.311.00 is the world average
World top 10%: 75%3 of 4 scored papers
Open access: 50%2 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

Education4100%
Developmental and Educational Psychology1

Publications

4 in all

Newest Most cited Oldest Title

Search their publications by title

Comparing Retrospective and Pre-Post Survey Measurement of First-Year African Engineering Students’ Skill and Perception Changes through a PBL Course
2025Proceedings from the International Research Symposium on Problem-Based Learning (IRSPBL)PublicationOpen access1 citation10.54337/irspbl-11047
A preliminary exploration of the relevance of self-efficacy, self-determination, and agency in describing the first-year African engineering students’ experience

25%

Media Technology125%

Modeling and Simulation125%

Physical Sciences
Social Sciences

Topics most written on

Education Systems and Policy2
Higher Education and Employability2
Educational Leadership and Innovation1
Engineering Education and Curriculum Development1
Higher Education Learning Practices1
Innovative Teaching and Learning Methods1
Innovative Teaching Methods1
Mathematics Education and Programs1
Online and Blended Learning1
Problem and Project Based Learning1

Who they write with

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

Where their co-authors are

50% of their papers have a co-author abroad

papers co-written1111222Home

Most frequent partner countries

United States2
Canada1

Papers with at least one author in that country.

Institutions written with most

Massachusetts Institute of TechnologyUS1 paper
Northeastern UniversityUS1 paper
University of WaterlooCA1 paper

Where they publish

IEEE Transactions on Education1
Proceedings from the International Research Symposium on Problem-Based Learning (IRSPBL)1

How it can be read

50% free to read

Gold 1 · 25%In an open-access journal
Hybrid 1 · 25%Open in a subscription journal
Closed 2 · 50%Behind a paywall

Development goals addressed

From each paper’s title and abstract

10Reduced inequalities2

Most cited

Development of an Online Project-Based Learning Design Course for African First Year Students and Its Impact on Self-Efficacy Levels
IEEE Transactions on Education
20233 citationsWorld top 10%
A preliminary exploration of the relevance of self-efficacy, self-determination, and agency in describing the first-year African engineering students’ experience
10
20242 citationsWorld top 10%Open access · Gold
Full Paper : Continued exploration of the relevance of self-efficacy, self-determination and agency in describing the first-year African engineering student’s experience
10
20242 citationsWorld top 10%
Comparing Retrospective and Pre-Post Survey Measurement of First-Year African Engineering Students’ Skill and Perception Changes through a PBL Course
Proceedings from the International Research Symposium on Problem-Based Learning (IRSPBL)
20251 citationOpen access · Hybrid

2024

Publication

Open access

2 citations

10.18260/1-2--42268

Full Paper : Continued exploration of the relevance of self-efficacy, self-determination and agency in describing the first-year African engineering student’s experience

2024PublicationFirst author2 citations10.18260/1-2--48592

Development of an Online Project-Based Learning Design Course for African First Year Students and Its Impact on Self-Efficacy Levels

2023IEEE Transactions on EducationJournal3 citations10.1109/te.2023.3312968