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ABSTRACT
This study examined the influence of a fast-tracked curriculum delivery on students learning and performance in Egor local government area of Edo state. The study adopted the descriptive survey research design and was guided by five research questions. The population of the study comprised 600 students with a sample of 200 respondents in Egor Local Government Area of Edo state. The instrument for data collection was a self-designed structured questionnaire divided into two sections. Section A and B, section A covered the demographic information of the respondents such as age, sex, occupation and educational qualification and many others while section B consisted of the information which borders on the problem of this research. Twenty-five (25) items were used to address the objectives of the study and the items on the research instrument were designed in a modified Four-Point Likert Scale format of SA Strongly Agreed, A Agreed, DA Disagreed, SD Strongly Disagreed. The results showed that student's attitudes and perceptions towards the implementation of a fast-tracked curriculum was highly encouraging as majority of the respondents strongly affirmed to this assertion. It was also discovered that there is a shift in educational paradigms and economic factors which play a significant role in shaping the adoption of fast-tracked curricula within secondary schools. On the basis of the foregoing, the study recommended, among others, that there should be an implementation strategy for differentiated instruction to cater to students with varying learning needs and abilities within the fast-tracked curriculum framework. However, there should be a regular evaluation and adjustment. Therefore, curriculum developers should establish mechanisms for ongoing evaluation and adjustment of the fast-tracked curriculum implementation to address emerging challenges and optimize learning outcomes for all students. In conclusion, this research contributes to the understanding of the discourse on the influence of fast-tracked curriculum on students' academic performance contributes to existing knowledge by shedding light on the potential benefits and challenges of a fast-tracked curriculum. It emphasizes the importance of addressing diverse learning needs within this context, thus contributing to discussions on equity and inclusivity in education. Furthermore, the recommendation highlights the need for effective implementation strategies, such as differentiated instruction and flexible learning paths, to maximize the benefits of accelerated learning while ensuring inclusivity. It underscores the significance of providing professional development opportunities for educators and advocates
