Study of Curriculum Differentiation Practices for Gifted Students in Secondary Schools in Katsina State

Curriculum differentiation for academically gifted students is a dimension of educational equity that is often overlooked in mainstream Nigerian secondary schools where scarce resources are directed toward baseline attainment, and examining current practices in Katsina State provides evidence for policy development. This study examined teachers' practices in differentiating curriculum for gifted students in public secondary schools in Katsina Municipal and Rimi Local Government Areas, Katsina State, North West Nigeria. A descriptive survey design was employed, with questionnaires administered to 150 teachers across 15 schools. The instrument assessed awareness of gifted education principles, differentiation strategies employed, challenges faced, and training needs. Results showed that 67.3 percent of teachers had no specific training in gifted education or curriculum differentiation. Only 18.7 percent systematically identified academically gifted students through any formal screening. Differentiation strategies were used by 24.0 percent of respondents, primarily through enrichment activities and advanced reading assignments. Lack of time, large class sizes, and absence of differentiated materials were the dominant barriers. Schools in urban areas showed modestly higher gifted education practice scores than rural schools. The study concludes that gifted student curriculum differentiation is minimally practised in Katsina State secondary schools and recommends gifted education policy development, teacher training in differentiated instruction, and advocacy for a Katsina State gifted student identification and support programme.

Keywords: curriculum differentiation, gifted students, secondary school, Katsina State, talent development