Readiness of Graduating Education Students for the Licensure Examination for Teachers in General Education Mathematics at HGBaquiran College

The readiness for the Licensure Examination for Teachers (LET) serves as an important indicator of the effectiveness of teacher education programmes and the preparedness of graduating students for professional practice. An assessment of the readiness of graduating education students in General Education Mathematics was conducted among 97 fourth-year students of HGBaquiran College using a competency-based comprehensive examination aligned with the Table of Specifications. A descriptive research design was employed, utilizing descriptive statistics, item difficulty analysis, and a one-sample t-test to analyze the data collected. The findings indicated that the respondents demonstrated an overall low level of readiness, obtaining a mean score of 19.53 (SD = 8.01) or 39.06%, which was substantially below the expected passing score of 38 (75%). Only 6.19% of students achieved the required proficiency level. Among the assessed competencies, Least Common Multiples and Greatest Common Factor obtained the highest performance (60.82%), whereas Capacity, Perimeter, and Weight were identified as the most challenging competency areas. The one-sample t-test further revealed a statistically significant difference between the observed readiness and the expected proficiency level (t (96) = −22.71, p < .001), suggesting that the respondents had not yet attained the mathematical competence required for the LET to pass. These findings underscore the importance of implementing competency-based review programs, targeted remediation, and continuous formative assessment to strengthen students' mathematical competencies and improve their readiness for licensure examinations. The results may also serve as a basis for enhancing institutional review programs and curriculum improvement initiatives in teacher education in the future.