This research ascertained the mathematics-related beliefs, attitude toward mathematics, mathematics anxiety, and coping strategies in mathematics learning of college freshmen from five universities in Iloilo City. Conducted in March 2005, this study utilized the Inventory of Mathematics-related Experiences, Inventory of Mathematics-related Beliefs, Revised Mathematics Attitude Scale, Mathematics Anxiety/Ease Scale, and Inventory of Coping Strategies in Mathematics Learning for data gathering. The statistical tools used were means, standard deviations, ranks, frequencies, percentages, Mann-Whitney U test, Spearman's rank-order correlation coefficient, Pearson's Chi-square, and Stepwise Multiple Regression. Alpha level was set at .05. The study revealed that the beliefs of the college freshmen on the relevance of mathematics were productive or promote learning; the beliefs on personal competence/ability to learn mathematics were also productive, but the beliefs on the nature of mathematics learning were unproductive or do not promote learning. The participants had a positive attitude toward mathematics, had a high level of mathematics anxiety, and had an average level of coping strategies in mathematics learning described as good. These coping strategies include copying notes and following the the examples discussed by the teacher when solving mathematics assignments, thinking and behaving positively when studying mathematics, preparing well for mathematics classes and examinations, and studying and doing mathematics homework and other related mathematics problems soon after class. Respondents differed significantly in their mathematics-related beliefs according to course, mathematics grade, and influence of family, teachers, peer, and school. They also differed significantly in their attitude toward mathematics according to gender, course, mathematics grade, and influence of family, teacher, peer, and school. Likewise, significant differences were noted in their mathematics anxiety when grouped according to gender, course, mathematics grade, and influence of family, peer, and school. The level of coping strategies in mathematics learning also significantly varied when they were grouped according to mathematics grade, and influence of family, teachers, and peer. There were significant positive relationships between their coping strategies and mathematics-related beliefs, coping strategies and attitude toward mathematics, and mathematics-related beliefs and attitude toward mathematics. Significant negative relationships were noted between their coping strategies and mathematics anxiety, mathematics-related beliefs and mathematics anxiety, and attitude toward mathematics and mathematics anxiety. The significant predictors of coping strategies in mathematics learning were attitude toward mathematics, school influence, and family influence. However, there were no significant interactions among the predictors of coping strategies in mathematics learning.

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