This study investigated the factors influencing the teaching and learning of entrepreneurship
education in public secondary schools in Dagoretti North Sub-County, Nairobi County, Kenya.
The research was driven by growing concerns over youth unemployment and the need to
cultivate entrepreneurial competencies among secondary school students. Drawing on Kolb’s
Experiential Learning Theory and Becker’s Human Capital Theory, the study explored how the
availability of teaching and learning resources, student attitudes, and teaching methodologies
affect the implementation and effectiveness of entrepreneurship education. A descriptive survey
research design was employed to gather both quantitative and qualitative data. The target
population consisted of business studies teachers and Form Three and Four students from 12
public secondary schools. A stratified random sampling method was used to select six schools,
from which 12 teachers and 180 students were purposively and randomly sampled, respectively.
Data collection involved the use of structured questionnaires for students and semi-structured
questionnaires for teachers. The quantitative data were analyzed using descriptive statistics
through SPSS Version 25, while qualitative responses were subjected to thematic analysis. The
findings revealed that most schools lacked adequate teaching and learning resources, with 60%
of students indicating that entrepreneurship materials were either rarely available or entirely
absent. Additionally, only 35% of students found the subject engaging, while 52% viewed it as
difficult. This was attributed to limited practical exposure and a heavy focus on theoretical
instruction. Furthermore, 83.3% of the teachers reported relying on lecture-based teaching
methods, citing challenges such as large class sizes, insufficient materials, and time constraints
as barriers to using more interactive approaches. The study concluded that the effectiveness of
entrepreneurship education is significantly undermined by resource limitations, negative student
perceptions, and reliance on traditional pedagogies. These challenges are interrelated and create a
cyclical effect that further impedes learning outcomes. The study recommends greater
investment in instructional resources, teacher training in experiential methodologies, and reforms
to align curriculum delivery with the practical demands of entrepreneurship. Future research
should explore the long-term impact of hands-on teaching strategies and how systemic
interventions can transform entrepreneurship education in Kenyan secondary schools.