This study aimed to determine whether the mathematical problem-solving style significantly affects students’ performance. A descriptive-correlational research design was used. There were 291 first-year college respondents in the local college in Sto. Tomas Davao del Norte who were chosen through stratified sampling. This study used one adapted questionnaire and one researchers-made questionnaire. Mean, Pearson r, Standard Deviation, T-test and Analysis of Variance were used as statistical tools. The mathematical problem solving-style on students in terms of sensing, intuition, feeling, and thinking is moderately observed. Students’ performance in mathematics is very good. The findings revealed that the mathematical problem-solving style has a significant relationship on Students’ performance. On the other hand, there is a significant difference in the mathematical problem-solving style of students when grouped according to programs (BTVTED, BSAB, BSOA, BPA). However, the result also revealed that there is no significant difference in the mathematical problem-solving style of students when grouped according to sex (male and female). Students, instructors, college administrators, and CHED officials are encouraged to value the importance of mathematical problem-solving style in the performance of the students. Instructors, College administrators, and CHED officials must establish programs that will enhance the mathematical problem-solving styles and performance of students. STCAST instructors and administrators should work collaboratively. They should ensure that the necessary materials, resources, activities, and differentiated instruction are available and used to meet students' needs to learn and be motivated.
