An Investigation of Data-Driven Decision-Making in Secondary School Curriculum Development in Birnin Kebbi Local Government, Kebbi State
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- NGN 5000
Background of the Study
Curriculum development in secondary schools plays a pivotal role in shaping the quality of education and preparing students for future challenges. In Birnin Kebbi Local Government, Kebbi State, traditional curriculum development methods are often characterized by a lack of responsiveness to emerging educational needs and limited stakeholder input. Data-driven decision-making offers a transformative approach by harnessing data from student performance, teacher feedback, and industry trends to inform curriculum design (Ibrahim, 2023). By employing data analytics and predictive modeling, educators can identify gaps in the curriculum, assess the effectiveness of teaching methodologies, and align academic programs with current labor market demands. This approach enables the development of curricula that are adaptive, evidence-based, and tailored to the unique needs of the student population (Chinwe, 2024). Moreover, data-driven decision-making fosters greater transparency and accountability in the curriculum development process, as decisions are supported by empirical evidence rather than tradition alone. The integration of big data tools and visualization dashboards allows for continuous monitoring of curriculum impact and facilitates timely adjustments. However, challenges such as data integration, resistance to change among educators, and ensuring the relevance of data inputs persist. This study aims to investigate the role of data science in enhancing secondary school curriculum development in Birnin Kebbi Local Government, providing a framework that supports dynamic and responsive educational planning (Olufemi, 2025).
Statement of the Problem
Secondary schools in Birnin Kebbi Local Government currently rely on conventional curriculum development processes that are predominantly based on historical practices and limited qualitative feedback. This traditional approach often fails to address the evolving needs of students and the demands of the modern workforce, resulting in curricula that may be outdated or misaligned with industry requirements (Adebola, 2023). The absence of a data-driven framework in curriculum development leads to a lack of actionable insights regarding student performance trends, teaching effectiveness, and market demands. Consequently, curriculum reforms are implemented reactively rather than proactively, limiting their impact on educational quality. Moreover, the fragmentation of data across various sources further hampers the ability to generate a holistic view of curriculum effectiveness. Without integrated, real-time analytics, policymakers and educators are left with incomplete information, leading to suboptimal decision-making in curriculum design. This study seeks to address these challenges by developing a data-driven approach that consolidates and analyzes diverse datasets to inform curriculum development. The goal is to create an adaptive curriculum framework that is responsive to current educational needs, enhances student learning outcomes, and better prepares students for future challenges. By comparing traditional methods with data-driven approaches, the study aims to highlight the benefits and limitations of each and provide recommendations for a more effective, evidence-based curriculum development process.
Objectives of the Study:
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To develop a data-driven framework for secondary school curriculum development.
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To evaluate the impact of data analytics on curriculum effectiveness.
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To recommend strategies for integrating data science into the curriculum development process.
Research Questions:
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How does data-driven decision-making improve curriculum development outcomes?
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What are the key factors derived from data analysis that influence curriculum design?
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How can the framework be implemented to ensure continuous improvement in curriculum quality?
Significance of the Study
This study is significant as it introduces a data-driven approach to secondary school curriculum development in Birnin Kebbi Local Government. By integrating empirical insights into the curriculum design process, the research supports the creation of adaptive, relevant, and effective educational programs that enhance student learning outcomes. The findings offer practical recommendations for educators and policymakers, contributing to evidence-based decision-making in curriculum planning (Ibrahim, 2023).
Scope and Limitations of the Study:
The study is limited to the role of data-driven decision-making in secondary school curriculum development in Birnin Kebbi Local Government, Kebbi State, and does not extend to other educational levels or regions.
Definitions of Terms:
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Data-Driven Decision-Making: The process of making informed decisions based on data analysis.
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Curriculum Development: The process of designing and refining educational programs.
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Predictive Modeling: Techniques used to forecast future trends based on historical data.
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