The purpose of this quasi-experimental was to investigate the effect of two predictive factors (mathematics anxiety, working memory capacity) on mathematical performance of three groups of college students with three different learning methods. Students in 1st group studied the material cooperatively; students in the 2nd group studied the material in e learning method and students in 3th group studied the material in traditional class. Three chapter’s tests were used to measure students’ Mathematical achievement. The significant negative correlation between mathematics anxiety and mathematical performance and positive correlation between mathematical performance and working memory capacity were found. One of the results of this study showed that students in the cooperative learning groups had significantly higher test scores than students in the other groups. Moreover, there is a significant interaction effect of working memory capacity and mathematics anxiety on mathematical performance based on students’ learning method. The most important result of this study indicated that with controlling the effect of math anxiety, WMC had significantly more effect on students’ mathematical problem solving who studied their lessons in e-learning method than other groups of learning method.

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