The purpose of this study was to analyze the factors affecting the teaching and learning of
external land-forming processes in Geography in public secondary schools in Dagoretti Sub-
County, Nairobi County. The study was guided by the following objectives: To examine the
influence of teaching and learning resources on the effectiveness of teaching and learning
external land-forming processes in Geography in public secondary schools in Dagoretti Sub-
County; to assess the impact of school culture on the teaching and learning of external land-
forming processes in Geography in public secondary schools in Dagoretti Sub-County; to
analyze how students’ level of engagement affects their understanding and performance in
external land-forming processes in Geography in Dagoretti Sub-County. The study was based on
Social cognitive theory. A descriptive survey research design was employed, and a quantitative
approach was used for analyzing data. The study was conducted in three public secondary
schools in Dagoretti sub-county. The research sample included 90 student participants and 9
Geography teachers. Simple random and purposive sampling were used for data collection. The
data was organized and analyzed using SPSS. The findings revealed that the availability and use
of teaching and learning resources significantly affect instructional effectiveness. Notably,
(52.3%) of students disagreed that there were adequate Geography textbooks, in contrast to
(66.7%) of teachers who believed textbooks were sufficient. While maps and globes were
reported as widely used by (76.1%) of students and (100%) of teachers, access to digital tools
like GIS was severely lacking, with (61.4%) of students and (100%) of teachers reporting non-
use. To improve this, it is recommended that schools invest in digital infrastructure and provide
equitable access to essential learning materials. Regarding school culture, a strong collaborative
learning environment was reported by (77.3%) of students, and (96.5%) indicated that their
teachers had high academic expectations. However, a discrepancy was noted in professional
development, with (54.6%) of students indicating teachers did not participate in such programs,
despite (100%) of teachers stating otherwise. Moreover, (59.1%) of students agreed that the
school environment does not support effective Geography learning. It is recommended that
schools strengthen leadership support and consistently implement Geography-related co-
curricular activities to foster a more enabling school culture. Student engagement was also found
to significantly influence academic performance. While (67.0%) of students reported active
participation in Geography lessons and (92.1%) linked learning to real-life situations, (48.9%)
indicated they often fail to complete assignments on time. Furthermore, (63.7%) reported they
revise regularly. Teachers unanimously agreed (100%) that engagement positively influences
performance. To enhance engagement, it is recommended that teachers adopt more inclusive and
learner-centred instructional approaches to ensure all students participate and benefit from
Geography lessons.