Differentiated and Contextualization of Instruction and the Learning Performance of Kindergarten Pupils

The study sought to find out the influence of differentiated and contextualization learning approaches by teachers on Kindergarten pupils’ learning performance. The descriptive-correlational research method was utilized, and the Statistical tools used in the study were mean and standard deviation to determine the extent of differentiated and contextualization learning approaches. Frequency and percentages were used to determine the level of pupils’ learning performance. Spearman Rho was utilized to ascertain a significant relationship between the differentiated and contextualization learning approach and Kindergarten Pupils’ learning performance. Findings revealed that teachers utilized the differentiated and contextualization learning approach to the " Highest Extent. Moreover, the majority of the Kindergartens, that is, 61%, had an “Advanced Development” learning performance. As a summary, it was recommended that school principals continuously encourage teachers to intensify the utilization of differentiated and contextualization of learning approaches. Teachers are encouraged to exercise more tolerance for pupils’ learning styles in order to stimulate them to better perform in their academic and learning activities in school.