Educational Neuroscience and Classroom Practice in Nigerian Secondary Schools: Bridging the Research-Practice Gap

This study investigates the extent of the research-practice gap between educational neuroscience findings and classroom practice in Nigerian secondary schools, and develops an original framework for bridging this gap within the Nigerian professional context. Educational neuroscience, which applies neurobiological research on learning, memory, attention, and emotional regulation to inform instructional design, has generated significant evidence relevant to teaching practice. However, the translation of neuroscience findings into classroom application faces well-documented barriers of knowledge translation, professional capacity, and institutional support globally, and these barriers are likely intensified in Nigerian conditions of limited professional development access. This study employs a sequential explanatory mixed-method design. A survey of 500 secondary school teachers across all six geopolitical zones assesses neuroscience literacy levels and classroom application of neuroscience-aligned practices. Six case studies explore how neuroscience knowledge has or has not entered classroom practice in different school contexts. A systematic review of 45 African educational neuroscience implementation studies supplements the primary data. Structural equation modelling identifies mediators of the knowledge-practice translation process. Results reveal extremely low neuroscience literacy among Nigerian secondary teachers, with an average knowledge score of 28 percent. Neuromyths, particularly about learning styles and brain hemisphere dominance, are widely believed and influence practice negatively. The study develops an original Nigerian Neuroscience-Practice Translation Model specifying professional development, institutional, and policy preconditions for effective knowledge transfer. It recommends an NUC-mandated educational neuroscience module in all teacher education programmes and a national neuromyth correction campaign targeting serving teachers.

Keywords: educational neuroscience, research-practice gap, classroom practice, Nigeria, teacher knowledge.