The Country Director of the British Council in Nigeria, Donna McGowan, says research projects funded through the council’s Action Research Grants are providing practical solutions to challenges affecting teaching and learning outcomes in Nigerian schools.

Ms McGowan said this on Tuesday in Abuja at an event showcasing the outcomes of Action Research Grant projects implemented by Nigerian educators under the British Council Partner Schools Programme.

She said the projects demonstrate how evidence-based practices and collaboration can improve education quality and better prepare young people for a rapidly changing world.

According to her, Nigeria’s future depends not only on expanding access to education but also on improving the quality of teaching and learning in classrooms.

“School improvement is no longer driven by assumptions. It must be informed by evidence, research and classroom realities.

“Action Research Grants place teachers and school leaders at the centre of educational transformation by enabling them to identify classroom challenges, test solutions, measure impact and share learning,” she said.

Ms McGowan noted that many successful education reforms often begin as small, locally driven innovations before being scaled up across education systems.

She explained that the Action Research Grants programme is a global British Council initiative designed to support teachers in addressing locally relevant educational challenges.

According to her, the council has partnered with education institutions in Nigeria for over 80 years and currently supports more than 400 schools through its Partner Schools Network.

She said the network provides opportunities for teachers, school leaders and students to collaborate globally, exchange ideas and develop innovative solutions to education challenges.

Ms McGowan recalled that in 2023, more than 180 educators worldwide responded to the British Council’s call for proposals, with 12 researchers selected for action research projects.

She highlighted three Nigerian grantees whose studies focused on student wellbeing, teacher effectiveness and classroom innovation.

She said a study conducted at Olumawu School, Abuja, showed that mindfulness-based interventions, including breathing and yoga exercises, helped reduce academic stress and improve concentration among students aged 11 to 17.

She added that the studies collectively show that improved education outcomes require a dual focus on student wellbeing and teacher capacity development.

Earlier, the principal of Olumawu School, Abuja, Rotimi Jiboku, commended the British Council for supporting educator-led research and professional development.

Mr Jiboku said the grants, valued at up to £2,500 per project, had expanded opportunities for teachers and school leaders to conduct research aimed at improving classroom practice.

He noted that one of the projects at the school involved a week-long mindfulness and stress-management programme for staff and students, including participants from public and private schools in Abuja.

According to him, the initiative also produced a publication titled “Time Management and Stress Reduction: A Mindfulness-Based Classroom Guide for Students” to support learners and teachers.

Mr Jiboku said findings from the research would be presented to about 3,000 educators at a conference later in June to encourage wider adoption of evidence-based teaching approaches.

One of the grantees, Chinedu Okoro of Olumawu Schools, said findings from his study showed that 94.4 per cent of participating students reported reduced stress levels and improved time management.

He added that 88.9 per cent of the students said the techniques helped them manage academic pressure more effectively.

He added that 75 per cent of students demonstrated improved classroom behaviour and concentration.

Commenting on the findings, the Head of Market at the British Council Nigeria, Eyitayo Akanji, said the projects underscore the importance of supporting both students and teachers to achieve sustainable improvements in education.

“Education is not just about grades; it is about well-being. These projects show that when students and teachers are supported, meaningful and lasting improvements in learning can be achieved,” he said.

Mr Akanji also highlighted another study by the Principal of Charles Dale Memorial International School, Port Harcourt, Ayotomi Fasuyi, on the impact of the Online Support for Schools (OSS) platform on teacher effectiveness.

According to him, 97 per cent of participating teachers accessed and completed online learning modules.

He said the study found that blended learning approaches, including follow-up face-to-face workshops, were critical in helping teachers apply knowledge gained online to classroom practice.

The report also showed that 62 per cent of teachers committed to improving classroom instruction, while 40 per cent planned to introduce structured classroom rules and learning contracts.

Mr Akanji said a study by a mathematics educator at Deeper Life High School, Opete Campus, Delta, Innocent Katule, explored strategies for reducing mathematics anxiety among students.

He said the research found that targeted professional development improved teachers’ confidence and competence in addressing mathematics phobia among learners.

He called for increased use of active learning methods, differentiated instruction and technology integration in mathematics teaching.

(NAN)