📄 Abstract
This study examined the scaffolding strategies used in inclusive classrooms at Riyadh International School, Saudi Arabia (2025-2026), and their relationship to learners' mastery and independence. Using a descriptive–correlational research design, the study involved 32 respondents composed of teachers (56%) and learning support staff (44%). Data were collected through a validated researcher-made questionnaire and analyzed using frequency and percentage, weighted mean, standard deviation, and Pearson's correlation coefficient at the 0.05 level of significance. The findings revealed that scaffolding strategies were highly implemented (WM = 4.25, SD = 0.72), with modeling (WM = 4.49) and feedback (WM = 4.45) being the most frequently used strategies, while peer teaching (WM = 3.56, SD = 1.11) was the least implemented. Learners demonstrated frequent mastery (WM = 4.06) and independence (WM = 3.98), with strengths in applying learned skills but weaker performance in goal setting and self-monitoring. Correlation analysis showed significant positive relationships between scaffolding strategies and learner mastery (r = 0.416–0.628) and learner independence (r = 0.503–0.708), indicating that effective scaffolding contributes to improved learning outcomes. The study concludes that scaffolding strategies play a vital role in promoting both mastery and independence in inclusive classrooms. However, greater emphasis is needed on developing learner autonomy and self-regulation. It is recommended that Riyadh International School strengthen professional development, increase student-centered learning opportunities, promote goal-setting and peer learning, and regularly monitor instructional practices to enhance the effective implementation of scaffolding strategies.
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📚 How to Cite:
Rocel G. Velayo, Niña Rozanne T. Delos Reyes, Dev.Ed.D , SCAFFOLDING STRATEGIES FOR DIVERSE LEARNERS: EXAMINING THEIR SUPPORT ON MASTERY AND INDEPENDENCE IN INCLUSIVE CLASSROOMS , Volume 12 , Issue 7, July 2026, EPRA International Journal of Multidisciplinary Research (IJMR) , Pages: 1001 - 1009 ,