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The aim of this study was to determine the influence of differentiated assignments, using scaffolding methods, on the possibility of improving first-year student teachers’ academic progress in a South African university. Research participants (n=296) were divided into two groups, Group A (n=136) and Group B (n=160), who were engaged in this study during the first semesters of their courses in the years: 2012 (group A) and 2013 (Group B). Only Group B was supported with differentiated assignments that included scaffolding methods. The participants of both groups completed two assignments and a test in the first semester. Results were recorded and compared to formulate findings and recommendations. The results presented in this article will assist lecturers in evaluating differentiated, scaffolding activities, that could be used to support first-year students who are encountering various learning barriers in higher education. These extra scaffolding methods showed to contribute to the academic success of first-year student teachers.

THE INFLUENCE OF DIFFERENTIATED ASSIGNMENTS (SCAFFOLDING METHODS) ON FIRST-YEAR STUDENTS-TEACHERS’ ACADEMIC PROGRESS