Early Grade Teachers Knowledge, Attitude and Practice of Differentiated Instruction in Selected Schools in a Municipality in the Upper West Region of Ghana

This study investigates early grade teachers' knowledge, attitude and practice of differentiated instruction. The target population for the study was early grade (Kg 1-Basic 3) teachers in a municipality of the Upper West Region, Ghana. A descriptive survey design was employed to explore and create a detailed description of the phenomenon. A convenient sample technique was used to sample 50 (14 males and 36 females) participants from urban and rural schools for the study. A questionnaire was used for data collection. The data from the questionnaire were analysed descriptively into frequencies, percentages, means and standard deviations. The findings of the study revealed teachers to have demonstrated good knowledge of differentiated instruction coupled with a good attitude. The findings also indicated teachers have demonstrated poor pedagogical practices with respect to differentiating instruction in their classrooms. In light of the findings, the researcher proposed relevant recommendations in the paper.