The teaching and learning of history, and specifically the topic of Early Man, has continued to
face challenges that affect learners’ comprehension, participation, and performance in Kenyan
secondary schools. This study examined the factors influencing the teaching and learning of
Early Man in public secondary schools in Dagoretti North Sub-County, Nairobi County. The
objectives of the study were to investigate how learners’ interests and attitudes influenced
learning, to assess the impact of teaching and learning resources, to evaluate the effect of student
motivation on performance, and to analyze the role of socio-cultural factors in shaping
perceptions toward the topic. The study adopted a descriptive survey design and targeted both
students and history teachers. Data was collected using questionnaires and presented through
tables, figures, percentages, and descriptive statistics. The findings revealed that while most
learners expressed interest in the Early Man topic and considered it important for understanding
human origins, a significant proportion struggled with abstract concepts such as human evolution
and prehistory. Learner attitudes were found to improve when teachers used engaging strategies
such as discussions, storytelling, role play, and multimedia. The study also established that
although textbooks remained the primary resource, limited access to a variety of instructional
materials, including charts, maps, videos, and museum visits, negatively affected comprehension.
Motivation emerged as a crucial factor, with both intrinsic drivers such as curiosity and
achievement, and extrinsic incentives such as rewards and recognition, playing complementary
roles in sustaining learner engagement. The study concluded that interest, resources, motivation,
and socio-cultural factors collectively shaped how learners perceived and engaged with Early
Man in history. Based on these findings, the study recommended that teachers adopt more
interactive and student-centered pedagogies, while school administrations should invest in
diverse instructional resources, including field-based learning opportunities. Parents were
encouraged to support learner motivation at home, and students were urged to take a more active
role in their own learning. The study further suggested areas for future research, including the
integration of digital resources, the role of field trips, and socio-cultural influences on learner
attitudes. Overall, the study contributed to a deeper understanding of the multifaceted factors
affecting the teaching and learning of Early Man, offering valuable insights for improving the
delivery of history education in Kenya.