A Quasi Experimental Study: Cultivating Mathematical Resilience via Intervention in Chinese classrooms

Abstract

Introduction: This study evaluates the efficacy of a culturally adapted Chinese Resilience Intervention Module in enhancing mathematical resilience among university students, grounded in the Sidek resilience framework.

Methods: Mathematical resilience was measured using the validated Chinese Mathematical Resilience Scale. The intervention underwent expert validation for cultural and pedagogical relevance. A quasi experimental design compared outcomes between intervention and control groups, with a one month retention test assessing sustainability.

Results: Results demonstrated sustained improvements in resilience scores for the experimental group, persisting through follow up assessments.

Discussion: The findings support the intervention’s potential for identifying at risk learners and informing targeted support strategies in STEM education. Limitations include geographical specificity to Eastern China and short term follow-up. This work advances interdisciplinary approaches to resilience focused pedagogy, advocating for integrated teaching assessment systems to mitigate mathematical learning barriers.