Investigating Ghanaian Pre-Tertiary Teachers' Adaption of Differentiated Instructional Strategies
Table 1.
Differences in Knowledge (Or Familiarity) of DI Strategies
|
| Differentiated Learning Strategies |
Mann-Whitney U |
Wilcoxon W |
Z |
P-value |
|
|
| Learning Contrasts |
1050 |
2325 |
-2.171 |
.030* |
|
| Tiered Assignments |
950 |
2225 |
-2.722 |
.006** |
|
| Independent Projects/Investigations |
1150 |
2425 |
-1.147 |
.251 |
|
| Independent Study |
1025 |
2300 |
-1.855 |
.064 |
|
| Curriculum Compacting |
1075 |
2350 |
-1.428 |
.153 |
|
| Interest Centers/interest Groups |
725 |
2000 |
-4.18 |
.000** |
|
| Learning Centres/Learning Stations |
925 |
2200 |
-2.851 |
.004** |
|
| Varied Instructional Materials |
1100 |
2375 |
-1.398 |
.162 |
|
| Provisions for Student Choice |
1175 |
2450 |
-0.672 |
.501 |
|
| Flexible Grouping |
1225 |
2500 |
-0.318 |
.75 |
|
| Varying questions |
1225 |
2500 |
-0.318 |
.75 |
|
|
|
|
