Introduction World over, in-service training has been embraced as a concrete strategy for capacity building in education to enhance work output. Various studies have been conducted with aim of improving teacher professionalism in teaching and learning, and they yielded various findings on teacher collaboration, training and teaching experience (Liu & Tsai, 2017). Continuous employee training equips them with latest knowledge on subject content, scope and increases level of networking in an organization (Ezeani & Oladele, 2013). Eze (2016) pointed out that continuous training has direct effect on teacher productivity. Rahmadhani (2014) explained that the training process influenced teachers and improved goal achievement. He added that trainings provided teachers with knowledge and skills to be applied in their field. Jimmi, Hutkemri, Masnaini, and Rustaman (2018) explained that although teachers are professionals, they are limited and need uplifting activities to enhance the mastering of general subject knowledge. Many studies have revealed that teacher's level of experience has a direct effect on student achievement (Chu et al, 2015). Mueni, 2014 established that students' background, attitude of teachers towards learners' ability, in adequate use of teaching and learning resource and negative socio-cultural factors as well asinappropriatelearningenvironmentwerethemajorcausesofstudents'persistent poor performance in Chemistry It is believed that when teachers attend teachers' in-service training; they gain knowledge and skills that enhances teaching and hence high level of students' achievement. A number of studies that have been done in the past have revealed that teachers' level of experience has an effect on students' academic achievement (Chu et al., 2015). When teachers are