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Investigating Ghanaian Pre-Tertiary Teachers' Adaption of Differentiated Instructional Strategies
Open Journal of Educational Research
| Vol 3, Issue 3
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 |