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

Table 5

One-sample Wilcoxon signed ranked test for TC (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)
I am well prepared and equipped to teach the high school math curriculum (Q3)	69	1561.500	141.124	3.922	<0.001
It gives me more opportunities to be more creative (Q4)	69	1138.500	129.571	1.725	0.085
It prepares students for standardized tests (Q14)	69	952.500	115.220	1.584	0.113
It connects with what students have learned in prior grades (Q18)	69	1062.000	109.582	2.916	0.004
It connects students’ learning needs for the college or university (Q19)	69	1096.500	114.831	2.843	0.004
It connects math concepts across algebra, geometry, arithmetic, and statistics (Q21)	69	1347.500	127.955	3.615	<0.001
Overall TC	69	1610.000	152.861	3.516	<0.001