The teaching and learning of English in public secondary schools in Maragua Sub-County,
Murang’a County, face numerous challenges that have a direct impact on student performance
and language proficiency. This study aimed to investigate the key factors hindering the effective
delivery and acquisition of English in the region. The objectives of the study were to examine the
adequacy and use of teaching and learning resources, assess teacher preparedness and
pedagogical approaches, explore student attitudes and motivation toward English, and analyze
institutional and environmental factors influencing English instruction. A descriptive survey
design was adopted, targeting English teachers and Form Two and Form Three students in
selected public secondary schools across the sub-county. Data were collected using
questionnaires, interview schedules, and classroom observation checklists. The findings revealed
that inadequate teaching and learning materials, such as textbooks and audio-visual aids,
hindered the implementation of interactive and student-centered methodologies. Additionally, a
shortage of trained English teachers and limited opportunities for professional development
significantly affected the quality of instruction. Large class sizes, insufficient classroom space,
and poor language exposure outside the school environment were also cited as major
impediments. Moreover, student motivation and attitude toward English were found to be shaped
by their socio-economic backgrounds, home language practices, and the perceived difficulty of
English grammar and vocabulary. Teachers reported challenges in addressing diverse learning
needs due to rigid syllabi and time constraints. The study concluded that improving English
language outcomes in Maragua Sub-County requires a multi-faceted approach involving
provision of adequate resources, ongoing teacher training, smaller class sizes, and curriculum
flexibility. The study recommends that education stakeholders prioritize investments in teacher
capacity building, equip schools with modern teaching aids, and encourage co-curricular
activities such as drama and debates to enhance language exposure. Furthermore, policy
adjustments should be made to support differentiated instruction and increase learner
engagement in English lessons. These interventions are essential for raising language
competence and academic achievement in English across public secondary schools in the region.