This study investigated the factors influencing students' academic performance in the
Pythagoras Theorem in public secondary schools in Matungu Sub-County, Kakamega
County. The Pythagoras Theorem is a fundamental mathematical concept with broad
applications in fields such as engineering, architecture, surveying, and physics.
Despite its significance, students in the region have consistently recorded low
performance in this topic, prompting concerns about the underlying challenges in the
teaching and learning process. The research focused on three key variables: the
availability of teaching resources, the level of learner engagement, and socio-
economic factors affecting students’ understanding of the theorem. A mixed-methods
research design was adopted, integrating both quantitative and qualitative approaches.
Data were collected from mathematics teachers and Form Two students through
structured questionnaires, in-depth interviews, and classroom observations. The
quantitative data obtained from the questionnaires were coded and analyzed using the
Statistical Package for Social Sciences (SPSS), generating descriptive statistics such
as frequencies, percentages, and means, which were presented in tables and figures.
Qualitative data from interviews and observations were analyzed thematically to
complement and enrich the quantitative findings. The results revealed that inadequate
teaching resources, low student engagement, and socio-economic challenges—such as
inability to pay school fees leading to absenteeism—were significant factors
contributing to students’ poor performance in the Pythagoras Theorem. The findings
further indicated that enhancing teacher training, ensuring adequate supply of
teaching and learning materials, implementing participatory teaching methods, and
providing targeted support for learners from disadvantaged backgrounds could
improve comprehension and performance. This study contributes to the growing body
of literature on mathematics education in rural contexts and offers practical
recommendations for policymakers, school administrators, and educators to
strengthen mathematics instruction and learner outcomes in resource-constrained
environments, particularly in rural sub-counties like Matungu.