Abstract:
Data-driven decision-making (DDDM) technologies are
increasingly being utilized, aiming to enhance education quality. However,
the implementation of these technologies in developing countries is at an
early stage, and evidence regarding their impacts on education quality
remains limited. Therefore, this paper examines articles that explore the
implementation of DDDM technologies and their effects on education
quality. We employed PRISMA to select relevant articles published
between 2018 and 2022 from ERIC, Science Direct, IEEE Xplore, and
Google Scholar databases. A total of 26 studies were identified, showcasing
various DDDM technologies employed in developing countries'
educational sectors, including learning management systems (LMS),
learning analytics tools, massive open online course (MOOC) platforms,
e-learning tools, e-assessment systems, recommender and guidance
systems, data-driven approaches, personal response systems, collaborator
tools, and educational management information systems (EMIS). The
adoption of these technologies has shown positive effects such as improved
academic performance, timely dissemination of information, enhanced
collaboration, improved communication, better decision-making
processes, enhanced ICT skills, improved monitoring, immediate
feedback provision, and efficient time management. Although DDDM
technologies have been more prevalent in higher education settings, their
effective utilization in the educational sector of developing countries has
not been fully realized. Nonetheless, the adoption and diversification of
DDDM technologies in education hold substantial potential for the future.
Further research should focus on quantifying the contribution of DDDM
technologies to educational quality through rigorous statistical analysis.
Additionally, it is essential to explore any potential adverse effects that
DDDM may have on educational quality in developing countries
