What one workshop changed for 84 students at Blessed Assurance College, how eleven teachers measured it, and the limitation we publish beside the result — laid out for a board or a funding committee.
The designed report
The same evidence as the impact page, laid out for circulation to a board or a funding committee.
What changed
In November 2025 ConnectED ran its first Systems Thinking Workshop with 84 senior secondary students at Blessed Assurance College, Lagos: four modules, ten activities, eight hours.
Ninety days later, the teachers who had rated those students before the day rated them again. Teacher-rated systems-thinking capability rose from 51% to 72% — a 21 percentage-point increase.
How it was measured
Eleven teachers at the school rated ten systems-thinking capability indicators on five-point scales — a baseline two weeks before the workshop, and a follow-up observation ninety days after it. The report sets out the result, the method behind it, and the limitation we publish alongside it.
What it cannot claim
The two questionnaires used related but not identical questions, and the constructs were mapped conceptually rather than matched directly to individual-level measures. This is teacher-observed change at one school, from one workshop day. It is not a controlled study.
We print that beside the result, in the report as on this site. A funder deciding what to believe deserves both halves.
Every workshop, measured the same way
Each workshop we deliver carries the same evaluation: a baseline before the day, and an observation ninety days after it. The next report will be built the same way.
51% → 72%
Teacher-rated systems-thinking capability
A 21 percentage-point increase
11
Teachers assessed
Baseline and follow-up
90
Days after the workshop
When the follow-up was measured
84
Students in the pilot
SS1–SS3
Read the evidence in full. The methodology, the questions each questionnaire asked, and the photographs from the day are all on the impact page.
