The teaching and learning of linear algebra in Kenyan secondary schools often presents
significant challenges for both educators and students, particularly in contexts where resources
are limited and class sizes are large. This study sought to analyze the challenges encountered in
the teaching and learning of linear algebra in public secondary schools in Kikuyu Sub County,
Kiambu County, Kenya. The research was guided by three objectives: to examine the influence
of teachers’ pedagogical approaches on students’ comprehension of linear algebra concepts, to
assess the adequacy of teaching and learning resources for the subject, and to investigate
students’ attitudes and perceptions toward learning linear algebra and how these affect their
performance. A descriptive survey research design was adopted, targeting both students and
teachers of mathematics in selected public secondary schools. Stratified and simple random
sampling techniques were used to select 105 students and 12 teachers, to whom questionnaires
were structured. Out of these, 103 student questionnaires and 11 teacher questionnaires were
successfully completed and returned, representing high response rates of 98.1% and 91.7%,
respectively. Data were analyzed using descriptive statistics such as frequencies and percentages
and presented in tables and figures. The findings revealed that while some teachers employed
interactive and learner-centered pedagogical approaches, a significant number relied heavily on
teacher-centered methods, which limited student engagement. Inadequate teaching and learning
resources, including a shortage of updated textbooks, insufficient calculators, and inconsistent
use of ICT tools, were identified as major barriers to effective instruction. Furthermore, mixed
student attitudes toward linear algebra were observed; while many recognized its real-life
applications, a considerable proportion reported low confidence and limited enjoyment of the
subject, which negatively impacted their motivation and achievement. The study concludes that
challenges in teaching and learning linear algebra in Kikuyu Sub County stem from a
combination of pedagogical limitations, resource inadequacies, and student affective factors. It
recommends targeted teacher professional development on innovative teaching methods,
improved provision of up-to-date learning materials, and the integration of real-life applications
into lesson delivery to enhance student interest and confidence. The findings have implications
for policy formulation, curriculum implementation, and classroom practice, contributing to the
broader goal of improving mathematics education outcomes in Kenyan secondary schools.