EdoBEST teachers are 54% more likely to praise their students and motivate them to succeed. EdoBEST teachers spend more time at school, provide more feedback to pupils, and use praise liberally on many pupils, rather than concentrating solely on top performers. EdoBEST teachers are less likely to engage in corporal punishment since they have other creative motivation techniques.
EdoBEST pupils get nearly three-quarters of a year more math instruction and nearly two-thirds of a year more literacy instruction compared to pupils in traditional Edo state primary school.
Pupils under the EdoBEST programme more often follow directions, stay better focused, and work more diligently at tasks since they are supervised by equally attentive teachers
Increase in results driven almost entirely by girls who outperformed boys in EdoBEST and both boys and girls in traditional Edo state primary schools
In February 2019, the Edo state government commissioned a report called The EdoBEST Effect which was designed to look at learning gains in the first term of the EdoBEST programme. The study looked at 30 control schools, 30 intervention schools and considered Primary 3 and Primary 4 students.
The conclusion of the report was that there was a marked improvement in the learning outcomes of pupils in EdoBEST schools compared to their counterparts in control schools.
“The social, economic and security challenges confronting many African countries are linked to illiteracy and the absence of quality education for a majority of the population. Despite much talk and significant political and financial resources directed
towards education across Africa, the challenge remains across our continent due to a disjointed approach to system transformation.