The study sought to investigate the key challenges influencing the effectiveness of punctuation
instruction and acquisition among secondary school learners. The study was necessitated by the
growing concern over students' poor performance in English grammar, particularly in
punctuation, which plays a critical role in writing clarity and academic communication. The
objectives of the research were to examine the availability and adequacy of teaching and learning
materials for punctuation, assess the influence of teachers’ qualifications and professional
development, and evaluate the impact of students’ attitudes and perceptions towards punctuation
on their academic performance. The study adopted a descriptive survey research design and
targeted both English teachers and students from selected public secondary schools in Lang’ata
Sub County. Data were collected using structured questionnaires and analyzed both
quantitatively and qualitatively. Findings revealed that teaching and learning materials specific to
punctuation were either lacking or outdated in many schools, making it difficult for learners to
grasp key concepts. Teachers’ participation in professional development was found to be
irregular, and while many had relevant teaching experience, their confidence and competence in
teaching punctuation varied significantly. The study also established that students' attitudes
towards punctuation were generally lukewarm, with many failing to recognize its importance in
enhancing academic performance in English. The study concluded that a combination of
insufficient resources, inconsistent teacher preparedness, and learner disinterest adversely
affected the teaching and learning of punctuation in public secondary schools. It recommended
that the Ministry of Education and school administrators invest in the development and
distribution of updated, learner-friendly punctuation materials, and facilitate regular teacher
training programs. Furthermore, it suggested the need for learner-centered teaching approaches
to improve student engagement and appreciation of punctuation. The findings of this research
provide valuable insights for educators, curriculum developers, and policymakers aiming to
improve the quality of English language instruction in Kenyan schools.