This research was entitled “Differentiated Instructional Strategy to the Performance of Grade 9 Students in Cookery”. The study aimed to determine the effect of differentiated instructional strategy to the performance of students. Specifically, the researcher attempted to determine the level of differentiated instructional strategy of Technology and Livelihood Education teacher in terms of mastery of the subject matter, communication skills, learning assessment skills, and classroom management skills. Moreover, the researcher determined the level of performance of grade 9 students in cookery in terms of practical test and summative test. It was also identified the significant difference in the summative test of the Grade 9 students in Cookery who grouped according to their level of ability. Lastly, the researcher established a significant effect between the differentiated instructional strategy to the practical test and summative test. An experimental quantitative research design was employed by the researcher to obtain the necessary data. The research respondents were thirty-eight (38) Grade 9 students in Cookery from Adela S. Torres National High School at Sampaloc, Quezon. Purposive sampling was utilized in selecting the respondents. The research instrument of this study is the development of a self-made questionnaire suited for the problems in this study. Salient findings revealed that the level of differentiated instructional strategy of TLE teacher in terms of mastery of the subject matter, communication skills, learning assessment skills, and classroom management skills was very high. Similarly, the level of performance of Grade 9 students in Group A and Group B in terms of practical test in Cookery was outstanding which implies that respondents performed very well in their practical test. However, the level of performance of Grade 9 students in Group A in terms of the summative test was very satisfactory, and Group B has an interpretation of outstanding. On the other hand, the differentiated instructional strategy showed a significant effect on practical test in terms of communication skills and classroom management skills. In contrast, the differentiated instructional strategy was no significant effect on the summative test of grade 9 students in Cookery in terms of mastery of the subject matter, communication skills, learning assessment skills, and classroom management skills. It was concluded that the level of the differentiated instructional strategy employed by the Technology and Livelihood Education teacher plays a vital role to meet the needs of every learner, it also promotes positive inclusivity. Respondents highly agreed on the positive effects brought by the differentiated instructional strategy applied by the teacher.  Setting the objectives, activities, and strategies that are applicable to students level is strongly advised. Thus, the hypothesis is accepted. It is recommended to explore teachers in implementing differentiated instructional strategy depending on the learning styles and needs of the students. Trainings and seminars can be applied to enhance the teachers strategy.

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