Prof. Emmanuel Kyame Oppong

Department of Chemistry Education

Publications: 132009–2026
Citations: 36to those papers
h-index: 4i10-index 1
Field-weighted impact: 0.771.00 is the world average
World top 10%: 15%2 of 13 scored papers
Open access: 100%13 papers free to read

In 2016–2025: 7 publications, 25 citations to them, h-index 3.

By year

Papers, and the citations to them

Download CV:PDFWord

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

Education969%
Pharmacology323%
Complementary and alternative medicine215%
Physical and Theoretical Chemistry215%
Plant Science215%
Cognitive Neuroscience18%
Food Science18%
Gender Studies18%
Media Technology18%
Organizational Behavior and Human Resource Management18%

Health Sciences
Life Sciences
Physical Sciences
Social Sciences

Topics most written on

Science Education and Pedagogy6
African Education and Politics3
Education and Critical Thinking Development3
Innovative Teaching Methods3
Complementary and Alternative Medicine Studies2
Drug-Induced Hepatotoxicity and Protection2
Ethnobotanical and Medicinal Plants Studies2
STEM Education2
Various Chemistry Research Topics2
Career Development and Diversity1
Educational Assessment and Pedagogy1
Educational Methods and Outcomes1

Who they write with

23 co-authors, here and elsewhere

Same unit
Same university
Same country
Elsewhere in Africa
No African institution

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.

Where their co-authors are

23% of their papers have a co-author abroad

papers co-written1111111Home

Most frequent partner countries

Finland1
Togo1
Nigeria1

Papers with at least one author in that country.

Institutions written with most

Foso College of EducationGH6 papers
St. Ambrose College of EducationGH5 papers
Ghana Education ServiceGH3 papers
Kwame Nkrumah University of Science and TechnologyGH2 papers
University of JyväskyläFI1 paper
Agogo Presbyterian Women's College of EducationGH1 paper
University of LoméTG1 paper
University of BeninNG1 paper
Atebubu College of EducationGH1 paper
Presbyterian University, GhanaGH1 paper

Where they publish

European Journal of Open Education and E-learning Studies4
Chemistry Teacher International1
Discover Chemistry.1
DOAJ (DOAJ: Directory of Open Access Journals)1
European Journal of Education and Pedagogy1
Journal of Science and Technology (Ghana)1

Development goals addressed

From each paper’s title and abstract

4Quality education8
5Gender equality1

Most cited

Students’ engagement in learning by indigenous knowledge-chemistry lesson
Dr. Charity Esenam Anor, Prof. Emmanuel Kyame Oppong, Prof. Ruby Hanson
LUMAT International Journal on Math Science and Technology Education4
202211 citationsWorld top 10%Open access · Diamond
Improving Pre-service Science Teachers’ Performance in Nomenclature of Aliphatic Hydrocarbons using Flipped Classroom Instruction
Prof. Emmanuel Kyame Oppong

Recent publications

All publications →Download: BibTeX · RIS

Exploring Stakeholders’ Views on Chemistry Curriculum Implementation in Teacher Education
Prof. Emmanuel Kyame Oppong, Prof. Sam Arkoful
Teacher Education and Curriculum Studies4
20260 citationsOpen access · Diamond
ASSESSING CLASSROOM PRACTICES OF CHEMISTRY LECTURERS IN COLLEGES OF EDUCATION: A QUALITATIVE MULTIPLE-CASE STUDY
Prof. Emmanuel Kyame Oppong, Prof. Sam Arkoful
European Journal of Open Education and E-learning Studies
20260 citationsOpen access · Diamond
GC-MS based metabolic profiling of endophytic fungus isolated from Psidium guajava roots
Dr. Bawa Mbage, Prof. Emmanuel Kyame Oppong
Discover Chemistry.
20260 citationsOpen access · Diamond
Challenges of Implementing Gender-responsive Pedagogy in Pre-service Teachers’ Chemistry Lessons: A Case Study
Prof. Emmanuel Kyame Oppong
European Journal of Education and Pedagogy5
20260 citationsOpen access · Diamond
Analysis of undergraduate chemistry students’ responses to substitution reaction mechanisms: a road to mastery
Dr. Ernest Koranteng, Ms. Esther Nartey, Prof. Emmanuel Kyame Oppong, Prof. Ruby Hanson
Chemistry Teacher International4
20241 citationOpen access · Gold
Students’ engagement in learning by indigenous knowledge-chemistry lesson
Dr. Charity Esenam Anor, Prof. Emmanuel Kyame Oppong, Prof. Ruby Hanson
LUMAT International Journal on Math Science and Technology Education4
202211 citationsWorld top 10%Open access · Diamond
Improving Pre-service Science Teachers’ Performance in Nomenclature of Aliphatic Hydrocarbons using Flipped Classroom Instruction
Prof. Emmanuel Kyame Oppong
Science education international4
20227 citationsWorld top 10%Open access · Diamond
INVESTIGATING STUDENTS’ ATTITUDE TOWARDS SCIENCE IN THE COLLEGES OF EDUCATION
Prof. Emmanuel Kyame Oppong
European Journal of Open Education and E-learning Studies4
20220 citationsOpen access · Diamond
ENHANCING PRE-SERVICE TEACHERS’ UNDERSTANDING AND ATTITUDES TOWARD NAMING AND REACTIONS OF ORGANIC COMPOUNDS USING JIGSAW APPROACH
Dr. Boniface Yaayin, Prof. Emmanuel Kyame Oppong, Prof. Ruby Hanson
European Journal of Open Education and E-learning Studies4
20220 citationsOpen access · Diamond
THE PRACTICE AND AWARENESS OF GENDER RESPONSIVE INSTRUCTIONAL APPROACHES DURING COLLEGE OF EDUCATION CHEMISTRY LESSONS - A CASE STUDY
Prof. Emmanuel Kyame Oppong
European Journal of Open Education and E-learning Studies4
20214 citationsOpen access · Diamond

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