Abstract
The study compared and analyzed the mathematics achievement of STEM and non-STEM graduates of the Cotabato State University (CSU) who are majors in Bachelor of Secondary Education – Mathematics (BSEd–Mathematics). It also examined students' behavioural and readiness factors, as well as their learning outcomes. A causal-comparative (ex post facto) research design with 40 students was used, equally divided between STEM and non-STEM graduates. The data were collected through documentary analysis of students' grades in selected mathematics topics and a researcheradapted questionnaire focusing on students' study habits, motivation, preparedness, and self-efficacy. The data were analyzed using descriptive statistics, an independent-samples t-test, and a Pearson correlation coefficient. For inferential analysis, the assumptions of normality and homogeneity of variance were assessed, and Cohen's d was used to measure the effect size. The results showed that both groups achieved a Very Good achievement in mathematics. Academic achievement was better for STEM graduates than for non-STEM graduates, with a statistically significant difference and a moderate practical effect size. Grading system used at the university: Lower numerical grades indicate better academic performance, with 1.00 being the highest grade. The two groups also exhibited positive behaviors and readiness-related qualities, though there was no significant difference between the groups. Besides, there was no strong correlation between academic performance and behavioral/readiness factors. The results indicate that differences in college mathematics performance may be related to students' mathematical preparation. But the small number of participants might have reduced the power of the analyses. The study provides a backdrop for conceptualizing a Peace-Oriented Preparatory Program that will focus on building academic readiness and nurturing supportive, collaborative learning environments among BSEd–Mathematics students.