ENHANCING EDUCATIONAL OUTCOMES THROUGH DATA DRIVEN DECISION MAKING: STRENGTHENING NIGERIA’S PROFICIENCY IN ASSESSMENT AND RESEARCH
https://doi.org/10.83151/9z65-1370
This mixed-methods study examined how strengthening teachers’ and school leaders’ capacity in data-driven decision-making (DDDM) influences learning outcomes and assessment quality in South-South and South-East Nigerian secondary schools. Using a sequential explanatory design, data were collected from 30 schools (900 students, 90 teachers) through achievement tests, teacher surveys, and assessment audits. Analyses involved descriptive statistics, multilevel regression, and mediation tests. Results showed that teachers with higher DDDM competence produced significantly better classroom assessments (β = .42, p < .01), and assessment quality partially mediated the link between DDDM and student achievement (indirect effect = .18, p < .05). Students taught by high-DDDM teachers scored 12.6 points higher in mathematics and 10.2 points higher in science, with significantly better motivation and engagement (F(2, 897) = 8.34, p < .01). Qualitative findings identified barriers such as poor ICT facilities and heavy workloads, but also facilitators including supportive leadership and teacher collaboration. The study concludes that structured DDDM training and institutional routines can enhance assessment quality, student achievement, and affective outcomes in Nigeria.
Keywords: Data-driven decision-making, classroom assessment, student achievement, teacher capacity
Dr Mfon Edet Thompson & Mary Patrıck Uko (Ph.D)
ENHANCING EDUCATIONAL OUTCOMES THROUGH DATA DRIVEN DECISION MAKING: STRENGTHENING NIGERIA’S PROFICIENCY IN ASSESSMENT AND RESEARCH https://doi.org/10.83151/9z65-1370
This mixed-methods study examined how strengthening teachers’ and school leaders’ capacity in data-driven decision-making (DDDM) influences learning outcomes and assessment quality in South-South and South-East Nigerian secondary schools. Using a sequential explanatory design, data were collected from 30 schools (900 students, 90 teachers) through achievement tests, teacher surveys, and assessment audits. Analyses involved descriptive statistics, multilevel regression, and mediation tests. Results showed that teachers with higher DDDM competence produced significantly better classroom assessments (β = .42, p < .01), and assessment quality partially mediated the link between DDDM and student achievement (indirect effect = .18, p < .05). Students taught by high-DDDM teachers scored 12.6 points higher in mathematics and 10.2 points higher in science, with significantly better motivation and engagement (F(2, 897) = 8.34, p < .01). Qualitative findings identified barriers such as poor ICT facilities and heavy workloads, but also facilitators including supportive leadership and teacher collaboration. The study concludes that structured DDDM training and institutional routines can enhance assessment quality, student achievement, and affective outcomes in Nigeria. Keywords: Data-driven decision-making, classroom assessment, student achievement, teacher capacity