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Hagan, J. E. Jr., Quansah, F., Ankomah, F., Agormedah, E. K., Srem-Sai, M., Frimpong, J. B., & Schack, T. (2022). Linking COVID-19-related awareness and anxiety as determinants of coping strategies’ utilization among senior high school teachers in Cape Coast Metropolis, Ghana. Social Science, 11(3), 1-15.

Hagan, J.E., Jr.; Quansah, F.; Anin, S.K.; Sorkpor, R.S.; Abieraba, R.S.K.; Frimpong, J.B.; Srem‐Sai, M.; Schack, T. (2022). COVID‐19‐related knowledge and anxiety response among physical education teachers during practical in‐person lessons: Effects of potential moderators. Behavioral Science, 12, 1-15.

Cobbinah, A., Annan-Breew, R., & Quansah, F. (2022). Item Difficulty as a source of variability in student achievement in the West African Secondary School Certificate Examination (WASSCE): Application of generalizability theory. Journal of Advances in Education and Philosophy, 6(3), 136-142.

Quansah, F., Hagan, J. E. Jr., Sambah, F., Frimpong, B. J., Ankomah, F., Srem-Sai, M., Seibu, M., Abieraba, K. S. R., & Schack, T. (2022). Perceived safety of learning environment and associated anxiety factors during COVID-19 in Ghana: Evidence from physical education practical-oriented program. European Journal of Investigation in Health, Psychology and Education,, 12(1), 28-41.

Quansah, F. (2021). Teaching and learning of mathematics in lower primary in basic schools in Ghana.(In E. O. C. Espinosa (Ed.), Developing mathematical literacy in the context of the fourth industrial revolution (pp. 136-154)). IGI Global Publishers, Hershey. .

Oduro, P., Mensah, F. A., Quansah, F., Lawer, R. A., & Ankoma-Sey, V. R. (2021). Understanding primary school teachers’ remediation strategies in assisting pupils with reading (phonics) difficulties. International Journal of Social Sciences & Educational Studies, 8(4), 189-204.

Quansah, F., & Cobbinah, A. (2021). Equivalence of parallel tests in a basic statistics course in higher education using classical measurement theory. Canadian Journal of Educational and Social Studies, 1(2), 13-28.

Nugba, M. R., Quansah, F., Ankomah, F., Tsey, E. E., & Ankoma-Sey, V. R. (2021). Prevailing status of educational process factors in junior high schools in the Central Region of Ghana. Asian Journal of Education and Social Studies, 24(2), 42-53.

Srem-Sai, M., Quansah, F., Frimpong, J. B., Hagan, J. E. Jr., & Schack, T. (2021). Cross-cultural applicability of Organizational Stressor Indicator for Sport Performers Questionnaire in Ghana using structural equation modelling approach. Frontiers in Psychology, 12, 1-10.

Eyiah-Bediako, S., Quansah, F., Omotosho, J. A., & Hagan, Jr. J. E. (2021). Assessment of peer pressure and sexual adventurism in Ghana: The moderating role of child-rearing practices. Social Science, 10(11), 1-14.

Nugba, M. R., Quansah, F., Ankomah, F., Tsey, E. E., & Ankoma-Sey, V. R. (2021). A trend analysis of junior high school pupils’ performance in the Basic Education Certification Examination (BECE) in Ghana. International Journal of Elementary Education, 10(3), 79-86.

Nugba, M. R., & Quansah, F. (2021). Standardized achievement testing, aptitude testing, and attitude testing: How similar or different are these concepts in educational assessment?. Asian Journal of Education and Social Studies, 15(3), 42-54.

Agormedah, E. K., Quansah, F., Ankomah, F., Hagan, J. E. Jr., Srem-Sai, M., Abieraba, R. S. K., Frimpong, J. B., & Schack, T. (2020). Assessing the validity of digital health literacy instrument for secondary school students in Ghana: The polychoric factor analytic approach. Frontiers in Digital Health, 4, 1-12.

Ansah, J. K., Quansah, F., & Nugba, R. M. (2020). ‘Mathematics achievement in crisis’: Modelling the influence of teacher knowledge and experience in senior high schools in Ghana. Open Education Studies, 2(1), 265-276.

Quansah, F. (2020). Students’ evaluation of the quality of teaching using generalisability theory: A case of a selected university in Ghana. South African Journal of Higher Education, 34(5), 136-150.