Abstract
Central to this research is the difficulties in dealing with worded problems and coping strategies. This study employed the descriptive-correlational research design to determine the nature and magnitude by which these variables are related to each other. It included fifty college students as the respondents of this study from the Bachelor of Secondary Education major in Mathematics who were enrolled during the second semester of Academic Year 2022-2023. The findings of the study revealed that the respondents were having much difficulty in dealing with worded problems in terms of translating to Mathematical equations, comprehension, and Mathematical terminologies. Meanwhile, the respondents often utilized coping strategies. It is also shown that one of the best strategies they utilized to cope with the difficulties they encountered was to ask their classmates about the strategies/processes used in getting the right answer. Results bared that there is no significant difference in the difficulties encountered by the respondents in dealing with worded-problems when grouped according to sex and year level.
