This study investigates the factors influencing students' academic performance in
Trigonometry within public secondary schools in Kwanza Sub-County, Trans-Nzoia
County. Trigonometry, as a cornerstone of mathematics education, has practical
applications in fields such as engineering, physics, and computer science. Despite its
importance, students in Kwanza Sub-County have consistently underperformed in this
area. The study examines the interplay between teacher-related factors, such as
qualifications and teaching methodologies; student-related factors, including attitudes,
study habits, and cognitive abilities; and school-related factors, such as resource
availability, classroom infrastructure, and the overall learning environment. A mixed-
methods approach was employed, involving surveys, interviews, and analysis of
academic records. Findings indicate that inadequate teaching resources, traditional
instructional methods, and negative student attitudes significantly contribute to poor
performance. The study also identifies socio-economic challenges, such as limited
access to supplementary learning materials and disparities in resource allocation
among schools, as key contributors to the problem. Additionally, the lack of
professional development opportunities for teachers and minimal integration of
technology in teaching exacerbate the challenges faced by students and educators. The
study recommends targeted interventions, including teacher training programs,
integration of interactive teaching tools, and improved resource allocation, to enhance
student outcomes. Moreover, fostering positive student attitudes through mentorship
programs and peer support initiatives is suggested to build confidence and motivation.
By addressing these factors, the research aims to contribute to the broader discourse
on improving mathematics education in resource-constrained settings, offering
practical solutions for educators and policymakers alike.