The Effectiveness of Differentiated Instruction on Academic Outcomes among Preschool-Aged Children in Oyo State, Nigeria
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- NGN 3000
Abstract: This research evaluates the effectiveness of differentiated instruction (DI) in meeting diverse learning needs and enhancing academic outcomes among preschool-aged children in Oyo State, Nigeria. The objective is to examine how DI strategies accommodate varying learning styles, abilities, and interests in early childhood settings. Using a quasi-experimental research design, quantitative data is collected from pre- and post-assessments of children's academic performance and teacher surveys. Taro Yamane's formula guides the determination of a sample size that reflects diverse demographic characteristics. A comparative case study analyzes instructional practices and learning outcomes in DI and non-DI classrooms. The reliability coefficient score ensures data reliability and validity. Findings indicate that DI improves engagement, comprehension, and achievement levels among young learners. Recommendations emphasize professional development for educators in DI methodologies, adapting curriculum materials to student needs, and fostering inclusive classrooms that promote personalized learning experiences.
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