Abstract: Biology is an important scientific discipline that contributes to vital scientific innovations such as medicine and genetic engineering. School curricular are being aligned and pedagogical approaches integrated to embrace the benefits of Biology. However, as many countries in the modern world gears towards enhancing the achievement of Biology learning outcomes,  in Kenya, the examination reports indicate that from 2013 to 2023, students continually achieved low outcomes in Biology in the National Examinations. This study set out to examine Passive Pedagogy in Biology Teaching and its impact in achievement of learning outcomes in Nairobi County schools. Passive pedagogical techniques were evaluated and their impact on learning outcomes observed. The study started with a survey followed by qualitative study of selected schools in accordance with the findings of the survey. The study targeted 114 public secondary schools. The sample size was 114 for the quantitative phase and 57 for the qualitative phase. Data was collected using questionnaires, in-depth interview guides, Focused Group Discussion (FGD) guide and class observation guide. The study respondents were: Biology teachers, students and Biology specialists from: Kenya Institute of Curriculum Development (KICD), Centre for Mathematics, Science and Technology Education Africa (CEMASTEA) and Lecturers of Biology education at Kenyatta University (KU). The study concluded that teaching of Biology using passive pedagogy was deficient contributing to achievement of low order learning outcomes

Keywords:  Passive pedagogy, achievement of learning outcomes, teaching and learning.

Title: Passive Pedagogy in Biology Teaching on Achievement of Learning outcomes: the Kenyan Experience

Author: Dr. Roseline M. Osugo

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 13, Issue 4, July 2026 - August 2026

Page No: 20-28

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 09-July-2026

Abstract: Researchers identify Biology as an important scientific discipline contributing to vital scientific innovations such as genetic engineering and medicine. However, national examination reports in Kenya from 2013 to 2023 consistently reveal sub-optimal students’ achievement of learning outcomes. This suggests that there may be persistent challenges in its teaching and learning processes. This study investigated the extent to which application of Biology to everyday life context through the nature of science influences students’ attainment of intended learning outcomes in Biology. The study employed a mixed-methods approach within an explanatory sequential design.  The study began with a quantitative survey whose results informed the qualitative inquiry which was done in selected secondary schools. The locale of the study was Nairobi City County, encompassing 114 public secondary schools. Data collection tools included questionnaires, in-depth interview schedules, focus group discussions (FGDs) and classroom observation protocols. Participants comprised Biology teachers, students and subject matter experts from the Kenya Institute of Curriculum Development (KICD), the Centre for Mathematics, Science and Technology Education in Africa (CEMASTEA) and Biology education lecturers from Kenyatta University. The findings revealed that application of Biology to everyday life context through the nature of science was insufficient and hence this only led to achievement of low order cognitive outcomes and basic skills and uninterested learners. This study is key to the teaching and learning of Biology in school set-ups. 

Keywords:  Application of Biology, nature of science, life context, achievement of learning outcomes, teaching and learning.

Title: Nexus between Application of the Nature of Science (NoS) in Biology Teaching and Achievement of Learning Outcomes: Lessons from Nairobi City County, Kenya

Author: Dr. Roseline M. Osugo

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 13, Issue 4, July 2026 - August 2026

Page No: 8-19

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 09-July-2026

Abstract: Distance learning creates learning conditions that differ from traditional face-to-face classrooms, particularly in terms of learning environment characteristics and interaction patterns. These factors play an important role in determining the success of online learning. However, in many online courses, learning objectives are often not optimally achieved due to limited interaction and the ineffective use of learning media. This study aims to examine how changes in learning management systems influence the learning environment and student interaction in a distance learning context. This field research involved 58 pharmacy students at the University of Ubudiyah Indonesia and employed behavioural observation as the primary method of data collection. At the time this study was conducted, the course initially used Google Classroom as the learning platform, which was later replaced with Edmodo to improve student engagement. The findings indicate that the change of learning platform contributed to a more dynamic learning environment and increased student participation. Nine previously passive and shy students (15.52%) became more actively involved in the learning process after the platform transition. Furthermore, the change in the learning management system positively influenced interaction patterns, creating more balanced interactions among instructors, students, and learning materials. These findings suggest that the selection of appropriate digital learning platforms can enhance student engagement and interaction in online learning environments.

Keywords: Learning Management System; Online Learning Environment; Students’ Engagement; Students’ Interaction.

Title: Learning Management Systems in Online Learning: Effects on Student Engagement and Interaction

Author: Suryawati, Murnia Suri

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

Vol. 13, Issue 4, July 2026 - August 2026

Page No: 1-7

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 03-July-2026