Enhancing Resilience in Mathematics Education: Evaluating Chinese Targeted Intervention Strategies

Abstract

Introduction: This study developed and validated a mathematics-specific resilience intervention program tailored for Chinese university students, integrating Sidek's resilience framework with Delphi method-based expert consensus.

Objectives: To develop the Chinese Mathematics Resilience Interventions; To assess the validity and reliability of the Chinese Mathematics Resilience Interventions; To assess the effects of the Chinese Mathematics Resilience Interventions and control group with no intervention pre-test and post-test.

Methods: Employing a quasi-experimental design with matched experimental (n=40) and control groups (n=40), the 12-week structured intervention demonstrated significant efficacy through repeated-measures ANOVA and the Shapiro-Wilk test.

Results: After controlling baseline scores, the experimental group exhibited statistically enhanced mathematical resilience at post-test (p < 0.05, partial η² = 0.025), with sustained effects observed in the 1-month retention test.

Conclusions: These findings advance evidence-based practices for STEM education adaptation, offering a replicable framework that bridges psychological resilience theories with discipline-specific pedagogical needs in Chinese higher education. The program's longitudinal effectiveness underscores its potential as a scalable solution for improving mathematics persistence among undergraduates facing academic adversity.