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

Table 9

One-sample Wilcoxon signed ranked test for TLM (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 consult textbooks while teaching any topic (P2)	69	1,717.500	130.207	6.163	<0.001
I use TLMs such as models and audio–visuals to connect abstract concepts (P3)	69	503.000	76.698	0.671	0.502
I use TLMs to develop the level of students thinking (P4)	69	613.500	73.252	2.498	0.012
I use the math curriculum to design questions for assessment (P5)	69	1,217.500	106.180	4.977	<0.001
I follow student-centered teaching (P6)	69	1,431.000	118.750	5.331	<0.001
I demonstrate models of math patterns (P8)	69	753.000	77.108	3.910	<0.001
Overall TLM	69	1,952.500	156.263	5.420	<0.001