Investigating Ghanaian Pre-Tertiary Teachers' Adaption of Differentiated Instructional Strategies
Table 4.
Difference in the Frequency of Uptake of DifferentiatedInstruction Strategies
|
| Differentiated Learning Strategies |
Mann-Whitney U |
Wilcoxon W |
Z |
P-value |
|
|
| Learning Contrasts |
1197.5 |
2472.5 |
-0.39 |
.697 |
|
| Tiered Assignments |
891 |
2166 |
-2.499 |
.012** |
|
| Independent Study |
1082.5 |
2357.5 |
-1.28 |
.201 |
|
| Curriculum Compacting |
1176 |
2451 |
-0.533 |
.594 |
|
| Interest Centers/interest Groups |
1149 |
2424 |
-0.728 |
.466 |
|
| Learning Centres/Learning Stations |
956 |
2231 |
-2.274 |
.023** |
|
| Varied Instructional Materials |
1152 |
2427 |
-0.741 |
.459 |
|
| Provisions for Student Choice |
1133.5 |
2408.5 |
-0.849 |
.396 |
|
| Flexible Grouping |
1098 |
2373 |
-1.146 |
.252 |
|
| Varying questions |
970.5 |
2245.5 |
-2.242 |
.025** |
|
| Pre-assessment date to differentiate learning experiences |
988.5 |
2263.5 |
-1.902 |
.057 |
|
|
|
|
