The effect of differentiated instruction approach on students’ academic achievement and attitudes: A meta-analysis study

In order to study the effect of differentiated instruction approaches on students’ academic achievement and attitudes in this meta-analysis, CoHE Thesis Center, Google Scholar, Dergi Park, Research Gate, ERIC search engines were used retrieve studies published Turkey between 2010 2021. Out 23 quantitative selected, 10 experimental 13 quasi-experimental focused eight comprising three five attitudes. These measured pretest-posttest differences control groups using parametric tests such as t-test, ANOVA, ANCOVA. The sizes examined under a random-effects model, Cohen's d Hedges’ g indexes. According results, analyses yielded moderate size value 0.791 for small 0.359 attitude, overall favoured group. included analysis, interventions lasted from 2 12 weeks, meta-regression analysis results showed that longer intervention duration, more positively attitude students are affected. However, its is greater than achievement.