This study investigated the challenges encountered in the teaching and learning of Kiswahili set
books in public secondary schools within Kajiado West Sub County, Kajiado County. The
mastery of literature through set books is a critical component of Kiswahili education at the
secondary school level in Kenya, as it fosters language development, critical thinking, and
cultural awareness. However, effective engagement with these texts is often hindered by a range
of pedagogical, institutional, and learner-related challenges. The study employed a descriptive
research design and targeted Kiswahili teachers and Form Three and Form Four students from a
representative sample of public secondary schools in the sub-county. Data was collected through
the use of questionnaires. Quantitative method was used in analyzing the data to ensure a
comprehensive understanding of the issues at hand. Findings revealed that teachers face
significant challenges including inadequate time allocation for literature lessons, lack of
sufficient training on how to effectively teach literature texts, and limited access to relevant
teaching resources such as teacher’s guides and supplementary materials. On the learners’ side,
the study identified low motivation, language barriers, and inadequate exposure to the cultural
and thematic contexts of the set books as major obstacles to effective learning. Furthermore,
some schools suffer from an acute shortage of set books, forcing students to share or go without,
which hampers individual engagement and comprehension. The study concludes that there is a
need for targeted interventions by education stakeholders to address these challenges.
Recommendations include increased provision of teaching and learning materials, continuous
professional development for Kiswahili teachers, review of curriculum implementation
strategies, and the integration of learner-centered approaches to teaching literature. This research
contributes to the ongoing discourse on improving the teaching of Kiswahili literature in Kenyan
secondary schools and aims to support the development of more effective and inclusive
pedagogical practices.