Back to Article
Investigating Ghanaian Pre-Tertiary Teachers' Adaption of Differentiated Instructional Strategies
Open Journal of Educational Research
| Vol 3, Issue 3
Table 4. Difference in the Frequency of Uptake of DifferentiatedInstruction Strategies
| Differentiated Learning Strategies | Mann-Whitney U | Wilcoxon W | Z | P-value |
| Learning Contrasts | 1197.5 | 2472.5 | -0.39 | .697 |
| Tiered Assignments | 891 | 2166 | -2.499 | .012** |
| Independent Study | 1082.5 | 2357.5 | -1.28 | .201 |
| Curriculum Compacting | 1176 | 2451 | -0.533 | .594 |
| Interest Centers/interest Groups | 1149 | 2424 | -0.728 | .466 |
| Learning Centres/Learning Stations | 956 | 2231 | -2.274 | .023** |
| Varied Instructional Materials | 1152 | 2427 | -0.741 | .459 |
| Provisions for Student Choice | 1133.5 | 2408.5 | -0.849 | .396 |
| Flexible Grouping | 1098 | 2373 | -1.146 | .252 |
| Varying questions | 970.5 | 2245.5 | -2.242 | .025** |
| Pre-assessment date to differentiate learning experiences | 988.5 | 2263.5 | -1.902 | .057 |