Objective: A meta-analysis of implement different differentiation methods (content, process, product) of differentiated instruction in universities affects students' achievement and perception in the past decade further. Methods: In the databases of Eric, Web of Science, and Science Direct, relevant researches on differentiated instruction for university students were collected from January 1, 2015, to March 17, 2024. After screening, there were 21 articles recorded. Applying Review Manager 5.4 software and Stata 17.0 statistical software to research deviation risk testing and quality assessment of included articles. Results:Comparison of students' achievement and students' perception after the implementation of differentiated instruction and traditional teaching methods, differentiated instruction could significantly improve students' achievement and students' perception, and it had significant statistically difference(P< 0.001). In addition, product differentiation methods improved the students' achievement at the highest, and it had significant statistically difference(P< 0.001). Process differentiation methods improved students' achievement moderately, with statistical significance (P< 0.001). While content differentiation methods showed the lowest improvement on students' achievement, and the difference emerged statistical significance(P< 0.001). Conclusion: Differentiated instruction can improve students' achievement and perception. Differentiated instruction method of product differentiation is better than content differentiation and process differentiation. Through meta-analysis, this study systematically measures the specific impact of differentiated instruction in different differentiation methods, aiming to accumulate relevant practice materials and provide systematic basis for the existing teaching reform.
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