The research aimed to analyzed the challenges affecting the teaching and learning of history and
government in public secondary schools in Kajiado Central Sub-County. The study was based on
the following research objectives: to analyze the various teaching methodologies employed in the
instruction of history and government in public secondary schools, to explore the impact of
students’ attitudes on the teaching and learning of history and government in public secondary
schools, and to assess the influence of teaching and learning resources on the effectiveness of
history and government education in public secondary schools in Kajiado Central Sub-County.
The conceptual framework for this study was drawn, indicating a relationship between
independent and dependent variables. The researcher used Skinner’s Bahviourist Theory to guide
the study. The literature review included empirical and theoretical review of related studies.
The study used descriptive research design, it utilized questionnaires for collection of data from
90 students and 10 teachers. 87 students’ respondents were reported returned rate while 3 were
missing. also, 9 teachers respondents were reported rate of returned while 1 was missing. More
so, a statistical program for social sciences (SPSS) version 21 was used to get the descriptive
statistics for this study. The findings revealed that while teachers employ diverse teaching
methods in History and Government, students often perceive these approaches as inconsistent,
with lecture-based teaching still dominant. Teaching and learning resources like textbooks, maps,
and visual aids are widely available and considered effective, though their use is not always
consistent. Despite positive attitudes and resource availability, challenges remain in ensuring
consistent, student-centered teaching practices across classrooms. The study concludes that while
teachers aim to use diverse methods, students often only recognize interactive strategies in
learning of history and government. Resource availability is widely acknowledged as essential,
with textbooks and visual aids enhancing understanding, yet disparities in access and usage
persist, calling for better distribution and teacher support. The study recommended that teachers
should adopt more interactive, student-centered methods like storytelling and debates, supported
by ongoing professional development and peer collaboration. To boost engagement and
relevance, lessons should connect historical content to real-life issues, with regular student
feedback guiding improvements and equitable access to diverse learning resources ensured
across all schools. Based on the findings of the study the following areas for further research are
suggested ; a comparative study on teaching methodologies across subjects, a longitudinal study
on the impact of student-centered teaching methods, and investigation into digital resource
integration in history instruction.