The importance of supplement Instruction (SI) intended to ensure first-year student's academic success is imperative to gain insight on the effects of retention and class drop-out rates on first-year college student considering their commitment, self-efficacy, motivation, and time management. Students attending college with lack of pre-requisite skills had enrolled in a workshop program to improve Reading, English, and Mathematics skills, to close the knowledge gaps before taking college credit courses. This study was a quantitative ex post facto two group comparative research study intended to compare the performance of first-year college students who had enrolled in the math workshops to other first-year college students who had not. Social Cognitive Theory (SCT) was the theoretical perspective used in this study. A minimum sample of 104 students, formed of fifty-two first-year students exposed to math workshops, and fifty-two first-year students not exposed was fundamental to this study. A modified version of Allen and Meyer' s (1990) five-points commitment Likert type scale, with an internal consistency reliability of a =0.82 was used to measure students' commitment, and a survey questionnaire that was used by Habila et al., (2016) and Duncan T. & McKeachie, W. J. (2015) with internal consistency reliability vary up to a =0.93 was modified and was used to measure self-efficacy, motivation, and time management to collect a primary data for this study. Students' semester math grades had collected from the school as a secondary data to run Logistic and Multiple regression analysis. Logistic regression analyses were used to examine the correlation between first-year academic success, retention, and class drop-out has proved through students' commitment, self-efficacy, motivation, and time management using the math workshop in a mediator role, while controlling for the effect of age and gender as covariates. Multiple regression analysis was used to compare the means between the two groups for statistically significant difference. The results of the analysis revealed significance difference in final math grades and final test scores between the group of students exposed to MW and not. This has demonstrated that MW as a SI is a good predictor of students' academic achievement. Nevertheless, the results revealed no direct significant impact of commitment, self-efficacy, motivation, and study time management on students' grade, retention rates, and drop-out rates, which seemed to be inconsistent with some other studies. Further investigation on the correlated variables would be required to assess how significantly this has influenced the outcomes in this study. This study has demonstrated that improving the method of presenting SI to students is a very important strategy to increase their performance in mathematics and therefore contribute to the literacy on SI. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]