This study determined the predictors of mathematics achievement of college freshmen. Specifically, it determined the profile of the college freshmen; compared the Mathematics anxiety, resiliency, and attitude of the students when grouped by variables; assessed the mathematics achievement of the students; and identified the predictors of mathematics achievement. Using the correlational design, the study gathered data from first year students of the College of Teacher Education who responded to the set of instruments. Regression analysis was used to treat the data. Results indicated that students’ mathematics performance was predicted by their sex, ethnicity, socio-economic status, teachers’ specialization, and grade point average. Those with lower household income have higher anxiety level than those with higher household income. Teachers who were math majors had students doing better in math than those students taught by non-math major. The students’ mathematics anxiety, resiliency and attitudes were significantly related to their mathematics performance. Likewise, their profile variables were significantly related to their mathematics performance.
Math anxiety, resiliency, attitude in math, mathematics achievement
