This study investigates the key factors influencing the teaching and learning of national income
in Business Studies within public secondary schools in Kajiado North Sub-County, Kenya.
Guided by Social Learning Theory, the research specifically examines how peer interactions,
availability of learning resources, and teaching methodologies affect students' understanding of
complex economic concepts such as Gross Domestic Product (GDP) and Gross National Income
(GNI). A descriptive survey design was employed, involving 90 Form Three students and 9
Business Studies teachers selected through simple random and purposive sampling, respectively.
Data were collected using structured questionnaires and analyzed through descriptive statistics
and thematic analysis. Findings revealed that negative peer behaviors such as noise and
disengagement significantly disrupted student concentration, while the lack of adequate
textbooks, calculators, visual aids, and digital tools hindered effective learning and teaching.
Furthermore, traditional lecture-based instruction was found to be less effective compared to
student-centered approaches like group discussions and contextual learning. The study concludes
that improving peer engagement, resource allocation, and pedagogical strategies is essential to
enhancing the quality of Business Studies instruction. Recommendations include equipping
schools with relevant teaching materials, training teachers on interactive methods, and fostering
collaborative learning environments. These findings are expected to inform policy and practice
in the implementation of Business Studies curricula aligned with Kenya’s Vision 2030.