Effects of Teacher Training in Mathematics on Public Secondary School Students’ Academic Performance in Bamenda III Subdivision – Cameroon

Abstract

This study set out to determine the effects of teacher training in mathematics on public secondary school students’ academic performance in Bamenda III subdivision. The study adopted the descriptive survey and expost-facto research designs. The population of the study was made up of 45 mathematics teachers from the five public secondary schools in Bamenda III subdivision. The sample was selected using the purposive sampling technique. Specifically, the total population sampling method was employed due to the small size of the population. Data was collected using a self-designed questionnaire for mathematics teachers. The data collected was analyzed using both descriptive and inferential statistics. Specifically, means, correlation and coefficient of determination were used to answer the research questions while p-value and regression analysis were used in testing the hypotheses at the 0.05 level of significance. The findings of this study revealed that teacher professional development, in-service training in mathematics and teaching practice in mathematics all significantly affect secondary school students’ academic performance in Bamenda III subdivision. Consequently, it was recommended that education authorities in Cameroon should develop programs aimed at training and re-training teachers to enable them update their knowledge, teaching skills, and learn new teaching strategies that enhance the teaching learning process. Also, the education authorities should encourage all mathematics teachers to develop themselves through in-service training, regular attendance of mathematics workshops, seminars and conferences.