The purpose of this study was to examine the challenges encountered in the teaching and learning of
Kiswahili composition writing in public schools in Belgut sub county, Kericho county. The study examined
whether vernacular language, students’ attitudes and frequency of writing influenced the teaching and
learning of Kiswahili composition writing. The study involved three purposively selected secondary schools
in Belgut subcounty which consisted of a sample of 106 students who were randomly selected and 8
Kiswahili teachers. Questionnaires were adopted as the method of collecting data. The questionnaires were
administered to the various schools and were collected back. The collected data were analyzed
quantitatively into percentages, frequency distribution table and charts. The study established that the use of
vernacular language had negative impacts to the teaching and learning of Kiswahili composition as it
limited the students understanding of Kiswahili concepts and techniques. Students’ attitudes were
established to have a significant influence to the teaching and learning of Kiswahili composition writing as
students with positive attitude were found to have clear understanding of what was taught hence better
performance. There is a significant relationship between the frequency of writing and teaching and learning
of Kiswahili composition writing. Functional writing skills acquisition is a gradual process therefore the
frequency through which the students are exposed to writing Kiswahili composition the more successful
will they be in knowledge and skills acquisition. The study recommends the ministry of education, teachers
and students to work in unison to ensure that the students develop positive attitudes towards the subject and
to ensure the students are exposed to the rightful information and resources that will facilitate fruitful and
effective teaching and learning process.