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

Table 8

One-sample Wilcoxon signed ranked test for CP (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 use the curriculum for planning lessons and activities to teach (P1)	69	1,221.500	109.171	4.635	<0.001
I encourage students to ask questions (P9)	69	1,865.500	135.025	6.584	<0.001
I allow my students to talk to each other when they are solving math (P11)	69	777.500	88.317	2.684	0.007
I form groups of students (P12)	69	1,259.500	104.887	5.439	<0.001
I correct them when I find their mistake while solving math problems (P13)	69	1,457.500	115.041	5.976	<0.001
I give students math assignments (P14)	69	1,538.000	118.794	6.229	<0.001
I apply continuous assessment (P15)	69	1,557.000	125.111	5.607	<0.001
I listen to my students’ voices (P16)	69	1,425.000	112.019	6.093	<0.001
I challenge my students with creative questions (P17)	69	1,375.500	112.185	5.642	<0.001
I connect classroom math with students’ everyday life (P18)	69	1,313.000	109.444	5.459	<0.001
I ask students to solve on board (P19)	69	1,122.000	102.530	4.477	<0.001
Overall CP	69	1,998.500	152.953	6.054	<0.001