The purpose of this study was to analyze the challenges encountered in teaching and learning
chemistry practical work in public secondary schools in Ngong Sub-County, Kajiado County,
Kenya. The study was guided by the following objectives: to explore students' and teachers'
attitudes toward learning chemistry practical work; to analyze the influence of teaching
methodologies on the effective teaching and learning of chemistry practical work in public
secondary schools; to establish how teachers' qualifications affect the teaching and learning of
chemistry practical work; and to investigate the influence of available resources on the effective

teaching and learning of chemistry practical work in public secondary schools in Ngong Sub-
County, Kajiado County. The study was anchored in the Constructivist Theory. A descriptive

survey research design was employed, and a quantitative approach was used for data analysis. The
study was conducted in three public secondary schools in Ngong Sub-County: one Boys' secondary
school, one Girls' secondary school, and one Mixed secondary school. The research sample
included 117 student participants from the three schools, and 6 chemistry teachers. Simple random
and purposive sampling methods were used for data collection. Data collection was organized and
analyzed using Statistical Package for the Social Sciences (SPSS) version 28, with results
presented through pie charts, frequency tables, and graphs. The study found that both students and
teachers in Ngong Sub-County had positive attitudes toward chemistry practical work, with 82.9%
of students enjoying the sessions and 83.3% of teachers taking pride in teaching them. However,
22.3% of students found some concepts such as writing and balancing Chemical equations were
difficult, and both groups struggled with time management. While interactive methods were
favored, there were concerns about insufficient textbooks (45.3%) and a lack of internet access
(55.5%), highlighting key challenges in resource availability. These gaps in resources and time
management were identified as significant barriers to effective teaching and learning of chemistry
practical work. The study recommended that school administrations should ensure that chemistry
laboratories are consistently well-equipped with the necessary tools, chemicals, and safety
equipment. The study also revealed that students should continue to actively engage in hands-on
learning during chemistry practical work and seek clarification on difficult concepts to enhance
their understanding. Teachers should incorporate a variety of interactive teaching strategies, such
as demonstrations, group discussions, and inquiry-based learning, to foster greater student
engagement and participation. The study concluded that both teachers and students had positive
attitudes towards chemistry practical work. However, addressing challenges such as limited
resources, time management, and certain teaching methods is crucial. Improving the availability
of textbooks, internet access, and other teaching materials, along with adopting a more interactive
and student-centered approach to chemistry practical lessons, will significantly enhance the
effectiveness of chemistry practical work and academic performance in Chemistry.