This study investigated the factors influencing the academic performance of learners in Kiswahili
composition in public secondary schools in Kajiado North Sub-County, Kenya. The research was
guided by three main objectives: to examine how the availability and use of teaching aids affect
student performance; to determine the influence of student motivation on performance; and to
explore the effect of school policies on performance. A descriptive survey design was used,
targeting Form Three students and Kiswahili teachers from four randomly selected schools. Data
was collected from 111 respondents (107 students and 4 teachers) through questionnaires and
analyzed using descriptive statistics and thematic methods. Findings revealed that the effective
use of teaching aids such as visual materials, realia, and audio-visual tools significantly
improved students’ comprehension, creativity, and engagement in Kiswahili composition
writing. Motivation emerged as a critical determinant of performance, with both intrinsic and
extrinsic factors contributing to improved outcomes. However, inconsistent teacher praise,
feedback, and guidance were noted as gaps in sustaining student motivation. Additionally,
school policies such as remedial programs, Kiswahili-speaking days, and composition contests
positively influenced performance, though their impact was reduced where implementation was
irregular. In conclusion, the study recommends that teachers incorporate a variety of teaching
aids, provide regular and specific feedback, and offer positive reinforcement. School
administrators should invest in teaching resources, establish co-curricular activities, and monitor
the implementation of policies. These measures are intended to improve teaching and learning
outcomes in Kiswahili composition.