Adams, M., & Enu, J. (2023). Impact of Activity-Based Instruction on Grade 11 Learners Achievement in Plane Geometry. African Journal of Educational Studies in Mathematics and Science, 19 (12), 19 – 28.

Sam, L. N., Asiedu – Addo, S.K., & Enu, J. (2023). An assessment of preservice teachers’ content knowledge for teaching algebra: Evidence from Ghana’s Central Region. FNAS Journal of Mathematics and Science Education, 4(1), 6 – 11.

 Ngcobo, Z., Enu, J., & Nkum, D.K. (2022). Implementing emergency remote teaching and assessment in response to the Covid -19 crisis: Enabling factors and Challenges experienced by three Ghanaian teacher educators. South Africa Journal of Higher Education, vol. 36, issue 5, pp: 240 - 255.

Enu, J., & Ngcobo, Z. (2022). Connecting knowledge and practice: Mathematics teacher educators’ Knowledge and use of formative feedback in Ghana. Journal of Education, 87, pp. 71 – 92.

Enu, J. (2021). Factors affecting teacher educators’ adoption of formative assessment strategies in the mathematics classroom. Journal of Education and Learning, Vol 15, No. 4, pp: 483 -489.

Enu, J., & Ngcobo, Z. (2020). Formative assessment: A tool for rectifying learners’ errors and misconceptions in mathematics. Integrity Journal of Education and Training, Vol 4, No.3, pp: 48 -52.

Enu, J., Nkum, D., Ninsin, E., Diabor, C., & Korsah, D. P. (2018). Teachers’ ICT Skills and ICT usage in the classroom: The case of Basic school teachers in Ghana. Journal of Education and   Practice, 9 (20), pp.35 – 38. 

Korsah, D. P., Enu, J., & Ibrahim, A.W. (2017). Students’ engagement with social media: A case study at Komenda College of Education. International Journal of Multidisciplinary Research and Development, Vol 4, Issued 6, pp: 344 – 350.

Enu, J., Agyman, O.K., & Nkum, D. (2015). Factors Influencing Students’ Mathematics Performance in some Selected Colleges of Education in Ghana. International Journal of Education, learning and Development, Vol 3, No. 3, pp: 68-74.