Mary Christine M. Tanquilan^1,, Laila S. Lomibao¹

The increased focus on Science, Technology, Engineering, and Mathematics (STEM) education has gained global attention as a result of demands by the industry for professionals in the fields of technology, health care, and engineering. In the Philippines, the K-12 curriculum was implemented to prepare students to be better for STEM careers, but many non-STEM strand completers who were admitted into tertiary STEM programs experienced challenges, specifically with mathematics courses. In this systematic review of literature of studies carried out within the Philippine context, common barriers, cognitive and emotional challenges, and institutional interventions that influence the mathematics learning journeys of non-STEM strand students were identified. After a procedurally-settled, eight-step review process, five studies were picked up and analyzed to find three major themes: (1) mathematical preparedness and performance gaps; (2) emotional and instructional barriers; and (3) institutional interventions and bridging programs. The results suggest that non-STEM students tend to have problems understanding basic mathematical concepts, suffer from high levels of anxiety, and that they also benefited from the enhancement programs. The review ends with the conclusion that there is a need for more responsive, strand-specific support systems to bridge these gaps to equalize access to careers in STEM for all students. The study offers pragmatic implications for educators, policymakers, and curriculum developers to understand and work around in order to enhance the mathematics education and the students’ performance within the context of the Philippine educational practice.

non-STEM completers, mathematics journey, tertiary STEM programs