Remedial program is composed primarily of sequence of activities designed to bring underprepared students to the level of skill competency expected of new college freshmen. There were 438 student respondents with complete grades in College Algebra classified according to their exposure to Remedial Mathematics. The main purpose of this study is to assess the effects of remedial mathematics instruction on students’ performance in College Algebra. This study used the causal comparative research design which is appropriate when two groups differ on an independent variable and want to test hypotheses about differences on one or more dependent variables. A non-parametric statistical test, particularly the Wilcoxon Rank-Sum test, was used to test the difference in the level of performance in College Algebra between the takers and the non-takers of the remedial program in Mathematics. On the other hand, the Fisher’s Exact Probability Test was used to find the difference in the proportion of passers in College Algebra between the takers and the non-takers of the remedial program in Mathematics. The results obtained in this study may lend itself to some weaknesses of the remedial mathematics program which need to be identified and addressed in order to have a positive impact on the academic work of the students in the university. There is a need to establish the skills and competencies where the students are weak and address these weaknesses in the implementation of the Remedial Program in Mathematics.
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