The research project investigated the challenges encountered in teaching and learning cell
physiology in public secondary Schools in Ngong sub county, Kajiado county Nairobi, Kenya. The
objectives of the study include analyzing resource availability in teaching and learning cell
physiology, investigating student engagement in teaching and learning cell physiology and
identifying specific areas of cell physiology that students find most challenging. The study was
guided by social cognitive theory of Albert Bandura. A descriptive survey research design was
used, and a quantitative approach was adopted for data analysis. The study used a sample of 146
respondents comprising of 140 Form Three and Four students, and 6 teachers drawn from public
secondary schools in Ngong sub county, Kajiado county, Nairobi, Kenya. Statistical Package for
Social Science (SPSS version 21) was used to analyze the data collected from the target population.
The finding underlined some challenges encountered in teaching and learning cell physiology. The
study concluded that inadequate laboratory resources, limited teachers, lack of practical,
inadequate textbooks, outdated learning resources, lack of access to online resources and limited
time for lessons affect teaching and learning cell physiology greatly. The study recommended that
students should participate actively in group discussion, teachers should implement group
discussion and collaborative project work in teaching cell physiology, and the ministry of
education should provide more laboratory equipment and employ more teachers