Abstract: The study aimed at investigating influence of physical resources on academic outcomes in Imenti South sub-county, Meru County, Kenya. This study was guided by two research questions: How do availability of adequate classrooms impact on academic performance in public secondary schools in Imenti South Sub County, Meru County, Kenya? How does lack of laboratory influence academic outcomes in Imenti South Sub County, Meru County, Kenya? The study was grounded in the Education Production Function Theory by Dewey, Husted, and Kenny. A mixed research method was employed, specifically using a convergent design to gather both quantitative and qualitative data. The target population included 71 schools in Imenti South Sub County: 14 boys' boarding schools, 16 girls' boarding schools, and 41 mixed day schools, along with 639 heads of department and 71 principals. Both probability and non-probability sampling methods were applied, focusing on 189 heads of department and 21 principals. Data from heads of department were collected using questionnaires, while interviews were conducted with principals. Quantitative data was analyzed using descriptive statistics, with findings presented in percentages, tables and graphs. Qualitative data was analyzed through content analysis, and results were presented in thematic categories. The study findings revealed that insufficient facilities such as classroom and laboratories negatively influenced poor academic performance. The study recommended that the government through Ministry of Education should ensure that schools had these valuable facilities if at all good academic results were to be achieved in Kenyan schools. In addition, principals should actively engage with relevant authorities when additional facilities were required. 

Keywords: Physical Resources, Academic outcomes, Educational Facilities, Academic Performance