Abstract: Educational administration provides the conceptual and practical foundation upon which every level of the education system is organized, directed and evaluated. Yet the increasing scale, complexity and mandate of tertiary institutions have given rise to higher education administration as a distinct field of study and practice. This article integrates and synthesizes current scholarship to examine the concept of educational administration, the concept of higher education administration, the features that make higher education institutions unique, and the substantive points on which the two fields diverge even as they remain complementary. Drawing principally on the foundational works contained in the literature, the article argues that higher education administration is best understood not as educational administration merely relocated to a university campus, but as a specialized application of administrative principles to institutions distinguished by academic freedom, institutional autonomy, collegial governance, a tripartite mission of teaching, research and community service, and a diversified funding base. The article concludes that recognizing this distinction, while affirming the complementary relationship between the two fields, is essential to preparing administrators for effective leadership at every level of the education system.

Keywords: Academic Freedom, Educational Administration, Higher Education Administration, Institutional Autonomy, University Governance.

Title: Shared Principles, Divergent Realities: Educational Administration versus Higher Education Administration: An Integrated Examination of Concepts, Unique Characteristics, and Points of Distinction

Author: Professor V. F. Peretomode, Eyaghworefe, Osasenaga, R, Omo-Ekhaese, Edith E.

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

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

Page No: 55-60

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 12-August-2026

Abstract: Biology has been identified as an important scientific discipline contributing to vital innovations in health such as genetic engineering and medicine. The national examination reports in Kenya from 2013 to 2023 have however consistently revealed dismal achievement of learners ‘learning outcomes in Biology. Even though educators are aware of the positive impact Information and Communication Technology (ICT) integration may have on achievement of learning outcomes, researchers have reported minimal ICT integration in Biology teaching. This study investigated the challenges of ICT intergration in Biology teaching and its influence on students’ attainment of intended learning. The study utilised a mixed-methods approach following the explanatory sequential design.  Phase one of the study began with a quantitative survey whose results informed the qualitative inquiry which was done in selected secondary schools. The study targeted 114 public secondary schools in Nairobi City County, Kenya. Quantitative data was collected using questionnaires while qualitative data was collected using in-depth interview schedules, Focused Group Discussions (FGDs) and classroom observation schedules. Respondents of the study included: Biology teachers, students and subject 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 Teachers rarely used ICT integration due to lack of knowhow; phobia; ignorance; and principals’ lack of understanding. This study concluded that ICT integration was unsatisfactory and thus enhanced achievement of low order cognitive outcomes, inadequate skills outcomes and low interests in Biology

Keywords:  ICT Integration, challenges, achievement of learning outcomes, teaching and learning.

Title: Why Information, Communication and Technology (ICT) Integration in Biology Teaching is Challenging and achievement of learning outcomes in 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: 61-66

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 12-August-2026

Abstract: This study examined principals’ distributed leadership, and teachers job performance in public secondary schools in Delta State, Nigeria. It was guided by two research questions and two hypotheses. The study was a correlational survey that adopted the ex-post-facto research design. The population of the study comprises 12,511 principals, vice principals, and teachers drawn from the 488 public secondary schools in Delta State, Nigeria. The sample for this study consists of 564 respondents, comprising 94 principals, 188 vice principals, and 282 teachers, drawn from 94 public secondary schools across ten Local Government Areas. A multi-stage sampling procedure was adopted to select the sample. Two research instruments were used for data collection in this study. They are Principals’ Distributed Leadership Questionnaire (PDLQ) and Teachers' Job Performance Questionnaire (TJPQ). The face and content validity of the PDLQ and the TJPQ were established through expert review and statistical analysis. The reliability of the instruments was established using Cronbach’s Alpha method of determining internal consistency. Coefficients of r = 0.842 for the Principals’ Distributed Leadership subscale, and r = 0.823 for the Teachers’ Job Performance Questionnaire (TJPQ). Data obtained from the field were analyzed using the coefficient of determination and Pearson's r at a significance level of 0.05. Findings revealed that principals’ collaboration and delegation of responsibilities, were significantly related to teachers’ job performance in public secondary schools. It was thus recommended that principals should adopt distributed leadership practices by actively involving teachers in school decision-making and leadership activities to enhance their commitment and job performance.

Keywords: Collaboration, delegation of responsibilities, principals, secondary schools.

Title: Principals Distributed Leadership and Teachers Job Performance: Empirical Evidence from Secondary Schools in Nigeria

Author: OKEI, Nneka Lawretta, ASIYAI, Romina Ifeoma

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

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

Page No: 46-54

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 06-August-2026

Abstract: Against the backdrop of educational digitalization, generative AI and intelligent teaching platforms provide support for the teaching reform of interdisciplinary courses. Western Economics, a core basic course for Financial Mathematics and Applied Statistics majors, is plagued by homogeneous teaching, disconnection between mathematical logic and economic theories, and a single evaluation system. Taking 99 students (47 majoring in Financial Mathematics and 52 majoring in Applied Statistics) of the Class of 2024 in our university as research objects, this paper carries out a one-year complete teaching practice integrating artificial intelligence with Xuexitong Platform. A five-dimensional transformation framework covering hierarchical curriculum, dual-driven classrooms, personalized tutoring, multi-dimensional evaluation and digital intelligent teachers is constructed, and a closed-loop online-offline teaching process is designed. The teaching effects are tested based on full-sample platform data and questionnaire feedback. Practice proves that this model realizes targeted education for different majors and significantly improves students' quantitative modeling and economic research capabilities, offering a replicable paradigm for the digital intelligent reform of economics courses for similar mathematics-based majors.

Keywords: Artificial Intelligence; Western Economics; Digital Intelligent Transformation; Smart Classroom; Whole-process Evaluation.

Title: Research and Practice on the Digital Intelligent Transformation of Western Economics Course Empowered by Artificial Intelligence

Author: Youfu Qiao, Fuqin Zhan

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

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

Page No: 40-45

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 05-August-2026

Abstract: Reading difficulties remain a major challenge affecting primary school pupils’ academic performance. The study investigated the effect of Game-based pedagogy on Vocabulary Development Skills of pupils with reading difficulties in Calabar Municipality. The study adopted a quasi-experimental research design with pre-test-post-test non-randomized control group design. The population of the study comprised 94 primary one pupils identified with reading difficulties randomly assigned to experimental and control groups. A sample size of 37 RD pupils in three intact classes were used in the study. Two public primary schools in Calabar Municipality were randomly sampled using Cap and Draw method and all the RD pupils in the two schools participated in the study. The experimental group was taught using game-based instructional strategies such as Word-Matching game for 2 weeks, while the control group received conventional instruction. Adapted Reading Difficulty (RD) diagnostic checklist, Pupils performance test on Vocabulary Development Activity Test (VDAT) and Instructional (treatment) package on Word-Matching Game were the instruments used for data collection. Data were collected and analyzed using Mean and standard deviation for answering research questions while Analysis of Co-Variance (ANCOVA) was used to test the hypotheses at .05 level of significance. The results of the analysis revealed significant difference in academic performance of RD pupils taught context clues, word analogy and structural analysis with the help of Word-Matching Game. The reading game was found to be more effective in improving the vocabulary development skills of pupils with reading difficulties. Some recommendations were made to include that teachers should embrace the 21^st century skills by effectively using diverse instructional strategy for enhancing vocabulary development outcomes among pupils with reading difficulties.

Keywords: Games, Vocabulary Development Skills, Reading Difficulties.

Title: Game-Based Pedagogy and Vocabulary Development Skills of Pupils’ with Reading Difficulties in Calabar Municipality, Cross River State, Nigeria

Author: Beatrice Erema Upula, Adonokpem Ina Ogban, Stella Ogechi Onuba

International Journal of Novel Research in Education and Learning

ISSN 2394-9686

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

Page No: 29-39

Novelty Journals

Website: www.noveltyjournals.com

Published Date: 03-August-2026

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