The study investigated the “Factors Influencing the Teaching and Learning of the Constitution in
History in Public Secondary Schools in Nzaui Sub-County, Makueni County.” The objectives of
the study were: to analyze the institutional factors influencing the teaching and learning of the
Constitution; to examine teacher-related factors affecting the teaching of constitutional content;
and to assess learner-related factors influencing learning in History lessons. The researcher used
questionnaires to collect data from both students and teachers within selected schools in the area.
The study used 30% of the total population, selected randomly, comprising a sample of 90
students and 10 teachers. The data was collected to achieve the set objectives, and analyzed
using Statistical Packages for Social Sciences (SPSS). The analyzed data was presented using pie
charts, tables, and bar charts. The study found that while many students showed interest in
learning about the Constitution, a significant number lacked adequate learning materials and
real-life applications of the content. It was also discovered that most teachers were motivated and
used varied teaching methods, but some still relied heavily on traditional approaches.
Institutional challenges such as insufficient textbooks, lack of ICT resources, and limited library
materials were noted. Based on these findings, the study recommended that schools and the
Ministry of Education increase the supply of teaching and learning materials, invest in teacher
training programs focused on interactive methods, and integrate civic education with practical
learning experiences. The study concluded that although constitutional content is recognized as
important and partially supported by curriculum and instruction, addressing gaps in resources,
teaching strategies, and student engagement is necessary to improve its effectiveness in History
education.