Can differentiated resources result in an increase of knowledge retention and improvement of skills in GCSE Mathematics re-sit students?

I often find a problem area in Mathematics is learners’ remembering, understanding and replicating of all the appropriate steps in a multistep question. Recently, I have been introducing differentiated learning worksheets into my lessons, with traffic light colour coding. In this action research project, I have attempted to answer the question “Can differentiated resources result in an increase of knowledge retention and improvement of skills in GCSE Mathematics re-sit students?”.

Two classes of students were randomly allocated to either differentiated resources or an ‘amber’ rated resource, and were given a learning quiz at the end of each lesson. I was able to determine that the differentiated resources appeared to have a positive impact on knowledge, however the full extent of the impact would require their GCSE results to also be considered.

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