The Impact of Outdated Curriculum Content on Academic Performance of 9th Grade Students in Government Secondary Schools of Nawabshah

Abstract

Curriculum relevance plays a crucial role in shaping students’ academic performance and learning outcomes. This study investigates the impact of outdated curriculum content on the academic performance of 9th grade students in government secondary schools of Nawabshah. The research aims to examine the extent to which obsolete concepts, traditional teaching materials, and a lack of alignment with modern educational needs affect students’ understanding, engagement, and examination results. A quantitative research design was employed, involving a sample of 9th grade students and subject teachers from selected government secondary schools. Data were collected through structured questionnaires and academic performance records, and analyzed using descriptive and inferential statistical techniques. The findings reveal that outdated curriculum content significantly hinders students’ conceptual clarity, critical thinking skills, and motivation, resulting in lower academic achievement. The study also highlights teachers’ challenges in delivering content that does not reflect current scientific, technological, and societal developments. Based on the results, the study recommends periodic curriculum revision, integration of contemporary knowledge, and teacher training to enhance instructional effectiveness. The outcomes of this research provide valuable insights for curriculum developers, educational policymakers, and school administrators aiming to improve the quality of secondary education in Nawabshah and similar contexts.