المجلة الدولية للعلوم والتقنية

The aim of this study is to examine the effect of teachers’ experiences on students’ mathematics achievement of 406 students enrolled in various secondary schools in Libya, students’ ages averaged between 15 and 19 years, located at three different locations in Libya. Of this total, 29.6% of students were from urban schools, 34.2% of students were from Semi-urban schools, and 36.2% of students were from rural schools. The students were asked to respond to the questionnaire items using a 5-point Likert scale. The data was analyzed using Statistical Package for the Social Sciences (SPSS). One-way ANOVA test were run to determine whether there were any differences in the students’ achievement in mathematics based on school features such as: teachers' characteristics. The results of One-way ANOVA test showed that there are significant differences in mean of mathematics achievement scores based on teachers’ experience.