Studies worldwide have revealed that teaching and learning resources invested in the school system do enhance quality of education. In Kenya quality of education is measured by students’ performance in education, availability, adequacy and utilization of resources. The extent to which teaching and learning resources influence performance in Kenya Certificate of Secondary Education is at variance. Thus in Kenya there are differences in the quality of education as some students perform better than the others. This study was based in Migori County, Kenya. Migori County was chosen among 5 counties surveyed because it had the lowest average mean score of 4.530 (D+) and between 2011and 2017 it varied from C- in 2011 to D in 2017 exhibiting poor quality education. The average national Kenya Certificate of Secondary Education examinations mean score from 2011 to 2017 varied from 5.207 (C-) in 2011 to 5.173 (C-) in 2012 and declined to mean score of D+ between 2013 to 2015. The national Kenya Certificate of Secondary Education mean score dropped to a mean score of 3.980 (D) in 2016 and declined to 3.734 in 2017 resulting in an average national mean score of 4.617 (D+) over a seven year period which indicated declining quality education. The objective of this study was to determine the influence of teaching /learning resources on quality of secondary school education in Migori County, Kenya. The study was anchored on Psacharopolous production function theory in education which relates inputs in education like teaching /learning resources to outputs in form of achievement measured by student performance. The study established that teaching/learning resources contributed 61.8% to quality of secondary school education as signified by the Adjusted R square coeficient 0.618. This means that teaching /learning resources played a significant role in the enhancement of quality secondary education.
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