This study looked at the difficulties that students in public secondary schools in Seme Sub-
County, Kisumu County, Kenya, faced in teaching and learning physical Geography.

Students often saw physical geography, a fundamental part of the geography curriculum, as
abstract and challenging, which led to low interest and subpar academic achievement.
Examining the availability of teaching and learning resources for geography, evaluating the
effectiveness of teaching strategies, and gauging the degree of student engagement with
physical geography ideas were the specific goals of the study. The study used a quantitative
methodology and a descriptive survey design. Using the most recent version of SPSS, data
was gathered from 71 geography students and six geography teachers at three public
secondary schools in the Seme sub-county. The findings indicated that whereas 27% of
students thought there were enough teaching materials available, 66% said there were not
enough for teaching and learning trigonometry, and 7% were not sure. Speaking of teaching
methodology, 35% of respondents said that their teachers use a variety of approaches while
instructing and learning physical geography, while 5% were unsure of how to react. Of the
students, 56% reported that their level of participation was sufficient to help them succeed in
physical geography, while 44% stated that their level of engagement was insufficient. Based
on the findings, the following recommendations were arrived at: learners to participate
actively in their physical Geography education, teachers to employ different teaching
methodologies when giving geography instructions and the school management to make sure
that their schools are well equipped with the required materials for teaching and learning
physicalGeographyS.