The purpose of this study was to analyze the school-based factors affecting the academic
performance of girls in Geography within public secondary schools in Bondo Sub-County, Siaya
County. The study was guided by the following objectives: to examine how instructional
materials affect Girls' academic performance in Geography in public secondary schools in
Bondo Sub-county; to determine the effects of school culture on Girls' academic performance in
Geography in public secondary schools in Bondo Sub County; to explore how the availability of
teachers affects Girls' academic performance in Geography in public secondary schools in Bondo
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 Bondo sub-county. The research sample included
90 student participants and ten Geography teachers. Simple random sampling was used for data
collection. The data was organized and analyzed using SPSS. The findings revealed a significant
shortage of Geography teachers, with (86.1%) of student respondents indicating a lack of
sufficient teaching staff, which correlates with the teachers’ unanimous acknowledgment of
inadequate teacher numbers. On the other hand, students indicated a supportive school culture;
(81%) felt encouraged to take Geography seriously, although they reported a deficiency in
mentorship and role models. Instructional materials emerged as another critical concern, with
(83.5%) of both students and teachers agreeing that there were not enough Geography textbooks.
This scarcity hampers students’ ability to engage fully with the curriculum. While (68.4%) of
students reported regular attendance, the lack of resources and mentorship programs seems to
hinder overall academic performance. In conclusion, the study highlighted an intertwined
relationship between teacher availability, instructional resources, and school culture in shaping
the academic outcomes of girls in Geography, suggesting the need for strategic interventions to
enhance the learning environment. Recommendations were made to students, teachers, KNEC,
and the Ministry of Education, including advocating for more access to instructional materials,
regular training and workshops for teachers, examination syllabi to integrate practical
application, such as field trips, and prioritizing allocation of resources for Geography teaching
respectively.