Abuja: The Country Director of the British Council in Nigeria, Ms Donna McGowan, announced that research projects funded through the council’s Action Research Grants are making significant strides in addressing challenges related to teaching and learning outcomes in Nigerian schools. This announcement was made during an event in Abuja showcasing the results of these projects, which are part of the British Council Partner Schools Programme.
According to News Agency of Nigeria, McGowan emphasized the importance of evidence-based practices and collaboration in improving the quality of education and preparing students for a rapidly evolving world. She underscored that Nigeria’s future hinges not only on increasing access to education but also on enhancing the quality of teaching and learning within classrooms. McGowan remarked, “School improvement is no longer driven by assumptions. It must be informed by evidence, research, and classroom realities.”
The Action Research Grants initiative places educators at the
forefront of educational transformation by allowing them to identify challenges, test solutions, and share their findings. McGowan noted that successful education reforms often originate as small, locally driven innovations before being scaled up across broader systems. The initiative is a global effort by the British Council to support teachers in tackling educational challenges relevant to their local contexts.
The British Council has maintained partnerships with educational institutions in Nigeria for over 80 years and currently supports more than 400 schools through its Partner Schools Network. This network facilitates global collaboration among teachers, school leaders, and students, promoting the exchange of ideas and the development of innovative solutions to educational challenges.
In 2023, the British Council received over 180 proposals globally for action research projects, selecting 12 researchers, including three Nigerian grantees. These grantees conducted studies focusing on student wellbeing,
teacher effectiveness, and classroom innovation. Notably, a study at Olumawu School in Abuja demonstrated that mindfulness-based interventions, such as breathing and yoga exercises, reduced academic stress and enhanced concentration among students aged 11 to 17.
The Principal of Olumawu School, Mr Rotimi Jiboku, praised the British Council for its support of educator-led research and professional development. He noted that the grants, each valued at up to £2,500, have expanded opportunities for teachers and school leaders to conduct research aimed at improving classroom practices. One project at the school involved a week-long mindfulness and stress-management program for staff and students, which included participants from various schools in Abuja.
Jiboku stated that findings from this research would be presented to approximately 3,000 educators at a conference in June, with the aim of encouraging broader adoption of evidence-based teaching methods. Mr Chinedu Okoro, a grantee from Olumawu Schools, reporte
d that 94.4% of participating students experienced reduced stress levels and improved time management, with 88.9% managing academic pressure more effectively.
The Head of Market at the British Council Nigeria, Mr Eyitayo Akanji, highlighted the significance of supporting both students and teachers to achieve sustainable improvements in education. He noted that education extends beyond grades, emphasizing wellbeing as a crucial component.
Akanji also drew attention to a study by Mr Ayotomi Fasuyi, Principal of Charles Dale Memorial International School, Port Harcourt, which examined the impact of the Online Support for Schools (OSS) platform on teacher effectiveness. The study found that 97% of participating teachers completed online learning modules and that blended learning approaches were essential in applying gained knowledge to classroom practice.
Lastly, a study by Mr Innocent Katule, a Mathematics educator at Deeper Life High School, Opete Campus, Delta, explored strategies for reducing Mathematics a
nxiety among students. It revealed that targeted professional development enhanced teachers’ confidence and competence in addressing Mathematics phobia, advocating for active learning methods and technology integration in teaching.