This study sought to analyze the challenges encountered by students in the teaching and learning
of business transactions in Business Studies within public secondary schools in Kiserian, Kajiado
North Sub-County, Kenya. The primary purpose was to identify key difficulties faced by
students, assess teacher-related challenges, evaluate resource availability, explore instructional
strategies, and propose practical solutions to enhance learning outcomes. Grounded in Sweller’s
(1998) Cognitive Load Theory (CLT), the study examined how intrinsic, extraneous, and
germane cognitive loads influence students’ comprehension of business transaction concepts.
Adopting a mixed-methods approach, the research employed a descriptive survey design to
collect both qualitative and quantitative data. The target population comprised Form 2 and Form
3 Business Studies students, teachers, and school administrators from selected public secondary
schools in Kiserian. A stratified random sampling technique was used to select 120 students, 12
teachers, and 6 administrators, ensuring representation across diverse school contexts. Data
collection tools included structured questionnaires for students and teachers, semi-structured
interviews with administrators, classroom observation checklists, and document analysis of
school records and syllabi. Validity was ensured through expert review and pilot testing, while
reliability was established using the test-retest method. Data analysis integrated descriptive
statistics (percentages, frequencies) for quantitative data and thematic analysis for qualitative
responses, with findings presented in tables and narrative summaries. Key findings revealed that
83% of students found business transactions "difficult" or "very difficult," citing abstract
concepts like double-entry bookkeeping as particularly challenging. Teachers reported significant
obstacles, including inadequate resources (75%), large class sizes (67%), and curriculum
overload (50%). Only 8% of schools had access to ICT tools, despite their high effectiveness
(rated 4.5/5 where available). Passive teaching methods (92% lectures) dominated, though active
strategies like case studies correlated with higher student performance (C+ vs. D+). The study
concluded that cognitive overload, pedagogical limitations, and systemic resource gaps hinder
effective learning. Recommendations include: (1) teacher training in active learning
methodologies, (2) public-private partnerships to improve ICT and textbook access, (3)
curriculum reforms to align assessments with competency-based goals, and (4) integration of
real-world business simulations.