This study selected 120 sophomore students from the 2022 cohort enrolled in badminton public physical education at a university in Liaoning Province as research participants. Several research methods were adopted, including literature review, questionnaire survey, experimental intervention, and mathematical statistics, to conduct an experimental investigation on the teaching model of college badminton courses. The study aims to examine the teaching effectiveness of the dynamic tiered teaching mode and provide references for diversifying physical education teaching methods and improving instructional quality. The results show that there are significant differences in the dimensions of badminton skill level, physical quality and theoretical knowledge mastery among the students in the experimental class after the experiment, and there is also a positive impact on the development of hobbies and sports habits. Therefore, it shows that the use of dynamic layered teaching can improve the quality and efficiency in terms of students’ classroom participation, teaching effect in the classroom, the requirements of the course’s ideology, and the quality of teaching. It is recommended to avoid the Matthew effect by cross-study across groups, to guide students to correctly view educational equity, to promote teachers’ innovation and teaching concepts, and to solve the problem of fairness in grade evaluation to improve the practical effect of dynamic tiered teaching.
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Zhang, R. (2026) A Study on the Teaching Effect of Public Badminton Physical Education Classroom in Colleges and Universities based on Dynamic Stratification. Global Education Bulletin, 3(1), 41-56. https://doi.org/10.71052/grb2025/WVRM1430