In recent years, student completion of the first year and second-year college curriculum has become a significant barrier to student success and retention especially at Historically Black Colleges and Universities. Despite low pass and retention rates, many degree programs in the U.S. require at least one college-level mathematics course, and the failure in this math course has contributed disproportionately to the failure to complete the first- and second-year curriculum.

The purpose of this study was to examine the predictability of the relationship between selected personal, academic, and service-related factors and the perceived academic success in mathematics among college students. Specifically, this study was concerned with the predictive power of the variables gender, ethnicity, course schedules, degree program, type of instructional method, tutoring, advisement, and faculty mentoring on the perceived academic success in math among college students.

The present study provides pertinent data on the significant association between personal characteristics of college students and their academic performance in mathematics. By being able to identify the personal characteristics of these college students who are not successful in math courses, the institution will be able to develop programs to assist them in enhancing their academic performance in mathematics. Also, this study enhances college administrators’ level of awareness of how student support service factors influence the academic achievement of college students in mathematics related courses. By understanding how these factors are related administrators on college campuses can develop insight into the type of service support college students will need to navigate mathematics courses, particularly at the freshman and sophomore levels.