Author(s): Mumpy Maity and Aditya Prakash Saxena

Abstract: The present studyrnaims to analyze the impact of in-service teacher education on studentrnachievement in Mathematics at the secondary school level in the Contai districtrnof West Bengal, with a particular focus on gender differences and teacherrneffectiveness. The research investigates three core objectives: (i) to comparernthe Mathematics achievement of students taught by teachers with and withoutrnin-service training, in relation to gender; (ii) to assess student performancernin Mathematics when taught by teachers categorized as effective, average, andrnineffective; and (iii) to compare student achievement across these teacherrneffectiveness levels. The study involves a sample of 100 in-servicernpostgraduate Mathematics teachers and 200 students from government andrngovernment-aided secondary schools. A mixed-methods approach was used,rnincorporating achievement tests, teacher effectiveness ratings based on performancernevaluations, and gender-based student comparisons. The findings reveal thatrnstudents taught by in-service trained teachers significantly outperform thoserntaught by untrained counterparts, with female students showing a slightlyrnhigher gain in achievement. Moreover, students instructed byrn"effective" teachers exhibit notably higher Mathematics scoresrncompared to those taught by "average" and "ineffective"rnteachers, regardless of gender. The study underscores the importance ofrncontinuous professional development and robust evaluation mechanisms forrnidentifying teacher effectiveness. It concludes with recommendations forrntailoring teacher training programmes to bridge effectiveness gaps and supportrnequitable student achievement across genders.

DOI: 10.22271/27891607.2025.v5.i1e.289

Pages: 337-343 | Views: 82 | Downloads: 24

Download Full Article: Click Here