The study was to analyse the Challenges Affecting the Teaching and Learning of World War
in History and Government in Public Secondary Schools in Kajiado Central Sub County,
Kajiado County, Kenya. the study was guided by three research objectives; to assess
students’ attitudes towards learning about world wars in public secondary schools in Kajiado
Central Cub County, Kajiado County, to evaluate the availability of learning resources for
history and government education in public secondary schools in Kajiado Central Sub-
County, Kajiado County, and to investigate the effectiveness of current teaching
methodologies used in delivering World Wars contents in public secondary schools in
Kajiado Central sub-county, Kajiado county. However, three public secondary schools were
sampled using probability sampling technique which was to facilitate equal chances of
including any of the public secondary schools in the Kajiado Central sub-county.However,
the conceptual framework for this study was drawn, indicating a relationship between
independent and dependent variables. The study was based on Skinner’s Bahviourist Theory
and Postcolonial Theory. More so, the literature review of the research was carried out from
different sources of empirical studies derived from the global, regional, and local perspectives
to blend the knowledge of the current study. More so, those empirical literature studies had
literature gaps that were filled by the current study. Therefore, the study used descriptive
research design and primary questionnaires for collection of data from 120 students and 6
teachers and interview guide for the teachers. 110 students respondents were reported
returned rate. More so, a statistical program for social sciences (SPSS) version 21 was used
for coding of data and to get the descriptive statistics for this study. The study found that both
students and teachers view World War topics as engaging and valuable for learning, with
effective delivery enhancing interest and motivation. While most resources were considered
adequate, concerns remained about outdated content and inconsistent visual aids. Interactive
teaching methods like discussions and storytelling were seen as crucial for stimulating critical
thinking and deeper analysis. However, challenges such as complex content, exam pressures,
large classes, and limited time hinder effective instruction. To improve learning, educators
recommended more digital resources, professional development, and flexible curricula. The
study further suggested the following for further study; Impact of Digital Tools on Learning
Outcomes, teacher Professional Development and instructional Effectiveness.