Does Educational Level Moderate the Relationship Between Mathematical Resilience and Mathematical Problem-Solving Ability? A Meta-Regression Analysis
DOI:
https://doi.org/10.59247/ijase.v4i2.157Keywords:
Mathematical Resilience, Mathematical Problem-Solving, Education Level, COVID-19 ImpactAbstract
The relationship between mathematical resilience and mathematical problem-solving ability is well established; however, the extent to which this relationship varies across educational levels and learning contexts remains unclear. Extending previous meta-analytic evidence, this study examined educational level and the COVID-19 learning period as potential moderators. The quantitative synthesis included 31 primary studies published between 2017 and 2022, yielding 40 effect sizes: 11 from high-school studies, 17 from university studies, and 12 from junior-high-school studies. A random-effects model produced an overall pooled Fisher’s (z) of 0.76,95% CI [0.64,0.88], (t(38)=13.10),(p<.001), equivalent to approximately (r=.64). Substantial heterogeneity was observed, (τ=0.32),95, and (I^2=81.83, with a 95% prediction interval from (z=0.10) to (z=1.42), equivalent to approximately (r=.10) to (r=.89). The pooled effects were positive and significant for high school, (z=0.831), university, (z=0.793), and junior high school, (z=0.659). However, educational level did not significantly moderate the relationship, (Q_m (2)=1.57),(p=.457). The COVID-19 period was also not a significant moderator within the high-school, (F_m (1,9)=0.046),(p=.836), university, (F_m (1,15)=3.984),(p=.064), or junior-high-school subgroup, (F_m (1,10)=0.480),(p=.504). These findings indicate that mathematical resilience is consistently associated with stronger problem-solving performance across educational levels, although substantial variation remains within each subgroup. Resilience-supportive mathematics instruction should therefore be implemented across educational stages and accompanied by adequate instructional and contextual support.
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