This study was determined to examine the challenges encountered in teaching and learning of oral
literature in Kiswahili among form two and three students in public secondary schools in Rongai
Sub County, Kajiado County, Kenya. It was guided by the following objectives; to examine
students attitudes towards Oral literature in Kiswahili in public secondary schools, to evaluate the
role of classroom resources in the teaching and learning of Oral Literature in Kiswahili in public
secondary schools and to determine the remedial measures to mitigate the challenges facing
teaching and learning of Oral literature in Kiswahili in public secondary schools in Rongai Sub
County, Kajiado County. The study was guided by Sociocultural theory by Lev Vygotsky. The
study used descriptive survey design and adopted the quantitative approach. The study comprised
of a total of 135 respondents constituting of 120 Kiswahili students and 15 Kiswahili teachers from
Rongai Sub County, Kajiado County. The data was be collected, organized and analyzed using the
Statistical Program for Social Sciences (SPSS). This study was of significance in understanding
and addressing the challenges encountered in teaching and learning of oral literature in Kiswahili
in public secondary schools in Rongai Sub County. The study found out that, many students find
Oral Literature challenging due to limited exposure to oral traditions and insufficient teaching
strategies, highlighting the need for innovative and engaging instructional approaches. Teaching
styles significantly influence students' enjoyment, with methods such as storytelling,
dramatization, and role-playing proving effective in enhancing comprehension and engagement,
findings also indicate that while some schools recognize co-curricular activities like drama, which
support Oral Literature, a notable percentage of students (33.0%) do not perceive sufficient
institutional support for such activities. These findings suggest the need for improved resource
allocation, better classroom infrastructure, and increased integration of digital tools to enhance the
teaching and learning of Oral Literature in Kiswahili therefore there is the need for a multifaceted
approach, combining effective teaching strategies, improved technological access, adequate
instructional time, and increased parental support to enhance the learning of Oral Literature in
Kiswahili. The study recommended that the school administration should ensure adequate
provision of classroom resources, including textbooks, audiovisual aids, and well-equipped
libraries, to enhance student access to learning materials also, students should develop a positive
attitude towards Oral Literature by actively participating in classroom discussions, storytelling
sessions, and co-curricular activities and to parents should actively support and encourage their
children to develop an interest in Oral Literature by providing supplementary reading materials at
home.