Developing Mathematical Resilience: Effective Strategies to Alleviate Mathematics Anxiety among Secondary School Students in Kalomo District, Zambia

Kaziya Kadonsi
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Kaziya Kadonsi: The University of Zambia Department of Educational Psychology, Special Education and Sociology of Education

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 1630-1665

Abstract: Mathematics anxiety is a pervasive barrier to student engagement, academic achievement, and participation in STEM disciplines, particularly in resource-constrained educational settings. This study investigates the prevalence of mathematics anxiety among secondary school students in Kalomo District, Zambia, and evaluates the effectiveness of four resilience-building interventions: Growth Mindset Training, Peer-Assisted Learning, Teacher-Scaffolded Problem Solving, and Technology-Enhanced Learning. Using an Explanatory Sequential Mixed-Methods Design, the study collected quantitative data from 375 students and qualitative insights from 25 students and 12 mathematics teachers through interviews, focus groups, and classroom observations. Findings reveal that 47.2% of students exhibited high levels of mathematics anxiety, with female students disproportionately affected (62.1% vs. 37.9%). Paired t-tests confirmed significant reductions in anxiety across all interventions (p

Date: 2025
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