The purpose of the study was to determine the level of readiness in Mathematics of First-Year High School students of Cluster 6 Tugbok Secondary Schools, Division of Davao City, Philippines. The test contained Mathematics learning competencies, namely: Whole Numbers, Fractions, Decimals, Percentage, Geometry, Measurement, and Graphs. It used a descriptive quantitative method of research where means and standard deviations were computed to determine the level of mathematical readiness. Respondents were chosen through a random sampling technique. Mean ratings based on the three achievement tests administered were very low for Grade 6, moderate for Grade 5, and high for Grade 4. Results showed that the respondents are prepared for the Grade 5 level. Based on the t-test results on the significant difference in terms of mathematical readiness when analyzed by sex, it was established that female students were more prepared than male students. The results suggest an intervention program to be formulated in order to improve the level of Mathematical readiness of freshman students.ervention program to be formulated in order to improve the level of Mathematical readiness of freshman students.

1. Adolphus, T. (2011). Problems of teaching and learning of geometry in secondary schools in Rivers State, Nigeria. International Journal of Emerging Sciences, 1(2), 143–152.
2. Aidara, N. (2018). Introduction to probability and statistics. Nairobi, Kenya: African Virtual University.
   
3. Brumbaugh, D. K. (2013). Teaching middle school mathematics. Abingdon, UK: Routledge.
   
4. Chen, T. S. (2016). Researching college students conceptions of mathematics in calculus. Journal of Advances in Humanities and Social Sciences, 2(6), 297-302. doi:https://doi.org/10.20474/jahss-2.6.1
   
5. Corbishley, J. B., & Truxaw, M. P. (2010). Mathematical readiness of entering college freshmen: An exploration of perceptions of mathematics faculty. School Science and Mathematics, 110(2), 71–85. doi:https://doi.org/10.1111/j.1949-8594.2009.00011.x
   
6. DepED Advisory. (2011). ALS accreditation and equivalency test. Pasig City, Philippines. Retrieved from https://bit.ly/2NymG8L
   
7. DepED Press Release. (2009). ALS accreditation and equivalency test. Pasig City, Philippines. Retrieved from  https://bit.ly/2NymG8L
8. Felson, R. B., & Trudeau, L. (1991). Gender differences in mathematics performance. Social Psychology Quarterly, 54(2), 113–126.
9. Harn, P. (2015). The exploratory study on the relationships among Taiwanese college students construallevel, gratitude
   and intimate attachment. International Journal of Humanities, Arts and Social Sciences, 1(1), 1-5. doi:https://doi.org/10.20469/ijhss.20001
10. Hughes, J., & Scheuch, K. (2011). College readiness among First Time in College (FTIC) students. Temple Terrace, FL: The Florida College System.
11. Jones, C. M. (2017). Mental representations of fractions and decimals: Differences, commonalities and implications for understanding (Tech. Rep.). Huddersfield, West Yorkshire, UK: University of Huddersfield.
12. Kellough, R. D. (1995). Integrating mathematics and science for kindergarten and primary children. Englewood Cliffs, NJ: Prentice Hall.
13. Lee, J., Autry, M. M., Fox, J., & Williams, C. (2008). Investigating children’s mathematics readiness. Journal of Research in Childhood Education, 22(3), 316–328. doi:https://doi.org/10.1080/02568540809594630
14. Lortie-Forgues, H., Tian, J., & Siegler, R. S. (2015). Why is learning fraction and decimal arithmetic so difficult? Developmental Review, 38, 201–221. doi:https://doi.org/10.1016/j.dr.2015.07.008
15. Math-Drills.com. (2018). Measurement worksheets. Retrieved from https://bit.ly/2KT49Fm McCormick, N. J., & Lucas, M. S. (2011). Exploring mathematics college readiness in the United States. Current Issues in Education, 14(1), 1-28.
16. Nunes, B. P., T. (2015). The development of quantitative reasoning. In U. M. LS Liben (Ed.), Handbook of child psychology and developmental science (7th ed.). Hoboken, NJ: John Wiley & Sons.
17. Nzmaths. (2018). Percentages. Retrieved from https://bit.ly/2KXKNvT
18. Pengmanee, S. (2016). Developing students mathematical reasoning ability based on constructivist approach. Journal of Advances in Humanities and Social Sciences, 2(4), 221-231. doi:https://doi.org/10.20474/jahss-2.4.3
19. Schwartz, J. (2008). Why do people have difficulty with geometry. Retrieved from https://bit.ly/2m03Jzd Sharma, S. V. (2006). High school students interpreting tables and graphs: Implications for research. International Journal of Science and Mathematics Education, 4(2), 241–268. doi:https://doi.org/10.1007/s10763-005-9005
    -8
20. STEM Learning. (2015). Interpreting graphs. Heslington, UK. Retrieved from https://bit.ly/2u6RJAr
21. Van Hoof, J., Degrande, T., Ceulemans, E., Verschaffel, L., & Van Dooren, W. (2018). Towards a mathematically more correct understanding of rational numbers: A longitudinal study with upper elementary school learners. Learning and Individual Differences, 61, 99–108. doi:https://doi.org/10.1016/j.lindif.2017.11.010

Galabo, N. R., Abellanosa, G. G., & Gempes, G. P. (2018). The level of readiness in mathematics of first year high school students of cluster 6 Tugbok Secondary Schools: Basis for intervention program. International Journal of Humanities, Arts and Social Sciences, 4(1), 47-59. doi: https://dx.doi.org/10.20469/ijhss.4.10005-1