Impact Of In - Service Teacher Training On Students’ Learning Achievement In Mathematics Bushra Naoreen Lecturer, GC Universit Faisalabad, Pakistan PhD Scholar, IUB, Pakistan bushra.naoreen@gmail.com Saima Aslam Lecturer, GC University Faisalabad, Pakistan saimaaslam333@yahoo.com Muhammad Arshad PhD Scholar, IUB, Pakistan arshadedu@gmail.com Rabbia Nausheen Arshad06@gmail.com Abstract-The main objectives of the study were; To compare the learning achievements of students in the subject of mathematics taught by male and female trained and untrained teachers and To compare learning achievement of students in rural and urban schools of Distt. Faisalabad. To achieve the objectives of the study, two null hypotheses were tested; There is no significant difference between the mean scores of male and female trained and untrained teachers on students’ learning achievement; There is no significant difference between the mean scores of urban and rural schools on students’ learning achievement. Sample of this study was comprised of the students of grade-4 and their teachers. 48 schools from district Faisalabad were selected conveniently. Teachers of 24 schools were imparted in-service training and others were not. 35 students were taken as sample from each school. An achievement test was constructed as research tool and validated through pilot testing by determining difficulty level, discrimination index and reliability. Test was further divided into 11 dimensions of Mathematics. Data were analyzed by calculating mean score and independent sample t- test by using SPSS to find out the difference between the selected variables. It was concluded that trained male and female teachers are significantly better than untrained male and female teachers, rural schools are significantly better than urban schools. Key words: learning achievement, Mathematics, achievement test I. INTRODUCTION Teaching of mathematics according to Mayor (2005), involves more than knowing and enjoying the subject. How teachers learn and develop is a question that has compelled teacher educators and researchers to think about it. Hammond, Darling & Bransford (2005) raised some questions about teaching. How do the teachers learn to use their understanding of content matter, their practices and strategies and improve learning environment? How do they learn to keep balance between the diversity of the learners and the needs of the curriculum? How teachers learn to be active members of the professional community that effort to work to improve the learning of the students? Different institutions play their role in different time at district and national level to train the teachers before starting their jobs and during job. Directorate of Staff Development (DSD) is one of them fulfilling this responsibility. It aims at imparting the fundamentals of teachers’ education with a view to qualify the trainee for the immediate employment in a school or to provide the basis for ‘Specialization’ in different subjects. Teachers can not be expected to do all this on their own. They need support and the certain environment for the purpose (Bansal, 2007). It is misconception, according to Syed, (2008) that knowledge can be passed on like money from one person to another. Farooq and Shahzadi (2006) conducted a study to compare the effectiveness of teaching of professionally trained and untrained teachers and the effect of students’ gender on achievement in Mathematics. The results of the study supported that the students taught by trained teachers showed better results in Mathematics. Moon, Mayes & Hutchinson (2004) explained in their study that Teachers’ professional characteristics, their skill to teach mathematics and the environment they create to teach mathematics has significant influence on students’ achievement. This research is also an effort to study the effectiveness of an in - service teachers’ training at primary level. II. OBJECTIVES The objectives of this study were as under: 1. To compare the learning achievements of students in the subject of mathematics taught by male and female trained and untrained teachers. 2. To compare learning achievement of students in rural and urban schools of Distt. Faisalabad. 3. To suggest measures to improve training program at primary level III. HYPOTHESES H0: There is no significant difference between the mean scores of male and female trained and untrained teachers on students’ learning achievement. H1: There is a significant difference between the mean scores of male and female trained and untrained teachers on students’ learning achievement. H0: There is no significant difference V2-168 2011 International Conference on Social Science and Humanity IPEDR vol.5 (2011) © (2011) IACSIT Press, Singapore