This paper proposes a continuous, linear data-driven innovation (DDI) model for education transformation grounded in evidence-based tools and data analysis. It advocates prioritizing “big data” and “small data” to inform incremental innovative changes in pedagogical practices. A detailed example of applying this DDI model in a Malaysian primary school is provided, including using exam results and quality standards to select a target school and diagnostic tests to identify issues. An intervention is designed utilizing multiplication tables and evaluated through public exam performance. Subsequent teacher training and student programs emerge. The model catalyzes ongoing localized innovations.
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Wong Woei Ling (2024) studied this question.
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