The purpose of this study was to analyze the challenges encountered in teaching and learning of fishing in
Geography in mixed-day secondary schools in Ngong Sub-County, Kajiado County. The study investigates the
influence of students’ attitudes and motivation, instructional resources, and educational technology on the
teaching and learning of fishing concepts in Geography in Ngong Sub-County. The study was based on
Experiential learning theory. A descriptive survey research design was employed, and a quantitative approach was
used for analyzing data. The study was conducted in three public secondary schools in Ngong sub-county. The
research sample included 90 student participants and 10 Geography teachers. Simple random and purposive
sampling were used for data collection. The data was organized and analyzed using SPSS version 21. The findings
revealed that a significant majority of students exhibit positive attitudes toward fishing as an educational topic,
with many acknowledging its relevance. However, while interest is present, levels of motivation to engage in
lessons vary, indicating a need for strategies that enhance student participation. Additionally, students expressed
concerns about the inadequacy of practical resources and opportunities for experiential learning, such as field
trips, which affect their overall learning experience. On the educational technology front, both students and
teachers recognize its potential benefits; however, its integration into classroom practices remains minimal,
leaving a gap between technology's availability and its effective use. Based on these findings, several
recommendations were proposed. Students should actively seek additional learning resources and engage in

extracurricular activities related to fishing to deepen their understanding. Teachers are encouraged to adopt hands-
on pedagogical strategies and provide regular professional development to strengthen their instructional

techniques. Schools should prioritize adequate instructional resources and foster partnerships with local
communities to enhance practical learning experiences. Finally, the Ministry of Education should focus on
revising curricular frameworks to include practical applications and enhance teacher training on technology
integration, ensuring that educational practices evolve to meet students’ learning needs effectively.