Objective: The study aims to assess the relationship between cadets’ mathematical training and their achievement in a professionally oriented discipline disciplines using methods of mathematical statistics. Particular attention is given to examining the statistical association between examination results in Higher Mathematics and Communication and ACS.

Theoretical Framework: The study is grounded in the principles of mathematical statistics, with an emphasis on nonparametric correlation analysis, statistical hypothesis testing, and the assessment of statistical significance. Kendall’s  and Spearman’s  rank correlation coefficients are used to evaluate the strength and direction of the relationship between cadets’ performance in mathematical and professionally oriented disciplines. Mathematical training is considered a key component of professional education that contributes to the development of analytical thinking, information processing, and problem-solving skills. From this perspective, examining the relationship between mathematical and professional academic performance is of both scientific and practical relevance.

Method: The study analyzed the examination results of 16 cadets in Higher Mathematics and Communication and ACS. The relationship between the variables was assessed using Spearman’s ρ and Kendall’s τ rank correlation coefficients. The examination results were ranked, and the strength and direction of the association were evaluated independently using both methods. The application of two nonparametric correlation measures provided a comparative verification of the findings. Statistical significance was assessed by testing the corresponding null and alternative hypotheses at the selected significance level.

Results and Discussion: The statistical analysis revealed a positive rank correlation between cadets’ examination results in Higher Mathematics and Communication and ACS. Cadets who achieved higher result in Higher Mathematics also tended to demonstrate better performance in Communication. The consistency of the results obtained using Spearman’s and Kendall’s methods confirms a positive statistical association between mathematical and professionally oriented academic performance within the sample. However, the observed correlation should not be interpreted as evidence of a direct causal relationship.

Research Implications: The findings can be used to assess the relationship between mathematical and professionally oriented disciplines in training future specialists in State Border protection. They provide a basis for considering mathematical training an integral component of comprehensive professional education. The proposed statistical approach can also be applied to objectively analyze academic performance and identify relationships between cadets’ learning outcomes across different disciplines.

Originality/Value: The value of the study lies in the practical application of methods of mathematical statistics to examine the relationship between cadets’ performance in mathematical and professionally oriented disciplines. The combined use of Spearman’s ρ and Kendall’s τprovides two complementary nonparametric assessments of the relationship and enables cross-validation of the statistical findings. The study offers a methodological basis for further investigation into the relationship between mathematical and professional training in the education of future State Border protection specialists.

Keywords: mathematical statistics, mathematical training, professional training, rank correlation, Spearman’s  Kendall’s , Higher Mathematics, Communication, cadets, State Border protection.