The purpose of this study was to analyze the factors affecting the teaching and learning of World
Wars in History in Public Secondary Schools, Dagoretti North Sub-County, Nairobi County,
Kenya. The study was guided the following objectives: to assess the availability of instructional
materials and resources of teaching and learning of World Wars; to explore the impacts of student’s
attitudes towards the study of world wars; and to evaluate the challenges faced by teachers in

teaching and learning of world wars in history in Public Secondary Schools, Dagoretti North Sub-
County, Nairobi County. The study was grounded in Social Cognitive Theory. A descriptive study

approach was employed, and a quantitative approach was used for data analysis. The study was
conducted in four public secondary schools in Dagoretti North Sub- County, Nairobi County. The
research sample included 92 student’s participants and 8 history teachers’ participants from four
schools. The simple random sampling method was used for data collection. Data collection was
organized and analyzed using Statistical Package for the Social Sciences (SPSS) version 28, with
results presented through pie charts, frequency tables, graphs. The research showed that
availability of instructional aids boosts student interest and knowledge about World Wars whereas
the lack of these facilities makes the teaching difficult. It also discovered that the attitudes of
students as influenced by teaching metaphors and peer pressure are very much influential in the
participation and performance of the students. Limited time, over dependence on lectures and lack
of support were some of the main challenges experienced by teachers. These findings highlight the
requirements of learning centered practices, enhanced facilitation of resources and time allocation.
The research article has a valuable contribution to the manner in which teaching practice, attitude
of the students and the availability of resources collectively affect the teaching of World Wars of
History at Kenyan public secondary schools.