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Ghana’s new Basic Education Curriculum emphasizes on ensuring that every learner benefits from the teaching and learning process. The study used the survey research design aimed at determining the predictive power with which use of Scaffolding, Differentiated techniques and Inclusion approaches predict diagnostic assessment. The features, strategies and principles underpinning instructional Scaffolding, Differentiation and Inclusion approaches as well as Diagnostic assessment formed the basis of the construction of 14 text items used in the questionnaire in this study. The study involved a population of 132 basic school teachers from sixteen (16) regions of Ghana. A sample size of 100 was computed at 95% confidence interval and randomly selected from the population. The reliability of the items was assessed with Cronbach's Alpha (0.976). Bartlett's test of sphericity was statistically significant (P< 0.01, Chi-square =3077.529, DF=91), and the KMO statistic was 0.924. All multiple extraction approaches such as Parallel analysis, Kaiser’s criterion and Scree test suggested retaining two factors. Varimax rotated matrix was used to generate factor scores for modeling the relationships between diagnostic assessment and inclusion, differentiated techniques as well as Scaffolding using multiple linear regressions. From the results, Scaffolding (B1 = .744, B2 =.185, F= 466.442, P |
