Exploring Mathematical Resilience as a Coping Mechanism for Anxiety in
Statistics among Kenyan Postgraduate Students
This study investigates the role of mathematical resilience in mitigating anxiety associated with statistics among Kenyan postgraduate students. The research addresses the pressing need to understand how students cope with the challenges of statistical learning in the context of higher education. A mixed-methods approach is employed to gather both
quantitative and qualitative data. The sample consists of Kenyan postgraduate students enrolled in various academic programs across different universities. The study begins by assessing the level of anxiety experienced by Kenyan postgraduate students when dealing
with statistics. Quantitative surveys and standardised anxiety measurement scales are utilised for this purpose. The relationship between mathematical resilience and the ability to cope with anxiety in statistics is examined. Qualitative interviews and focus group discussions provide insights into the strategies employed by students to overcome statistical anxiety. The
research identifies factors contributing to mathematical resilience among Kenyan postgraduate students. These factors include academic support systems, self-efficacy beliefs, and previous mathematical experiences. Strategies and interventions that promote mathematical resilience and reduce anxiety in statistics are explored. Practical recommendations are provided for educational institutions and policymakers to enhance
support mechanisms for students grappling with statistical anxiety. The findings of this study contribute to the existing literature on student well-being and academic performance in higher education. By understanding the role of mathematical resilience in coping with statistical anxiety, educators and policymakers can design more effective interventions to support the mental health and academic success of Kenyan postgraduate students.