Abstract
This research examines the effects of teacher training and classroom size on the academic performance of junior secondary school students in Mathematics in Afijio Local Government Area, Oyo State. Employing a descriptive survey methodology, data were gathered from 744 students across four selected schools. The study utilized linear and multiple regression analyses to evaluate the hypotheses concerning the influence of teacher training and classroom size. The results demonstrated a significant positive effect of teacher training on academic performance (F=654.074, p<0.05), emphasizing the critical role of professional development in enhancing teaching effectiveness. Additionally, classroom size was found to significantly impact student outcomes (F=604.483, p<0.05), with smaller class sizes being associated with improved academic performance. Together, teacher training and classroom size accounted for 49% of the variance in academic performance (F=375.645, R²=0.494, p<0.05). These findings underscore the importance of implementing targeted teacher training initiatives and maintaining manageable classroom sizes to create a conducive learning environment. The study recommends ongoing professional development for teachers and investments in educational infrastructure to facilitate smaller class sizes and enhance student achievement.
Published Version
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