High School Teachers’ Perceptions and Practices of Mathematics Curriculum in Ghana

Table 4

One-sample Wilcoxon signed ranked test for RRC (test value = 3 from the 5-point Likert-scale items).

Variables	Total (N)	Test statistics	Standard error	Standard test statistics (Z)	Asymptotic Sig. (two-tailed)
The objective of the curriculum matches the national educational goals (Q5)	69	916.000	110.380	1.572	0.116
The high school math curriculum is more relevant to students’ lives (Q6)	69	908.500	121.532	0.675	0.500
It challenges students (Q7)	69	877.000	121.151	0.417	0.677
It offers students better learning opportunities (Q8)	69	767.500	99.137	1.311	0.190
It employs student-centered teaching techniques (Q9)	69	715.500	111.823	–0.241	0.809
It provides teaching approaches that focus on improving students’ critical thinking and problem solving (Q10)	69	782.000	106.042	0.877	0.380
Its content layout prepares students for the job market (Q12)	69	578.000	105.874	−1.048	0.294
It promotes project-based learning (Q13)	69	762.000	115.447	–0.312	0.755
It is easy to follow while teaching (Q16)	69	976.000	112.930	1.824	0.068
It is per the needs of students (Q17)	69	498.000	90.139	–0.732	0.464
It connects significant math concepts with other disciplines (Q20)	69	990.000	111.596	2.218	0.027
It helps in the creativity of students (Q23)	69	707.500	104.887	0.176	0.860
It helps in the critical thinking of students (Q24)	69	1,023.000	120.028	1.637	0.102
It helps in students’ collaboration in problem solving (Q25)	69	859.500	110.731	1.057	0.291
Overall RRC	69	1,314.000	160.008	1.094	0.274