Navigating mathematical challenges: enhancing mathematical buoyancy among rural students for tertiary-level preparedness / Teoh Sian Hoon ... [et al.]

This study delves into the crucial area of sustaining STEM (Science, Technology, Engineering, and Mathematics) education, recognising the necessity of a solid foundation in scientific disciplines for students to be eligible for STEM programs. Focusing on mathematical buoyancy as a key factor, the research explores how mathematics proficiency contributes to successful STEM learning. The study posits that mathematically buoyant students, with cognitive fortitude gained through sustained math education, can navigate challenging STEM content more effectively. Highlighting the challenges students face, particularly in complex learning environments, this study underscores the importance of cultivating mathematical buoyancy, especially among students in rural areas. Through a correlational study involving 456 students from two rural areas in Malaysia, the research investigated the influence of self-regulated learning and achievement goal orientation on mathematical buoyancy. The findings revealed significant contributions of self-regulated learning and achievement goal orientation to mathematical buoyancy. The study emphasises the need to reinforce these factors to enhance adolescents' ability to cope with mathematical setbacks and adapt to environmental changes. Securing this ability eases mathematics learning in universities. Ultimately, this study provides valuable insights for rural students, guiding them towards building mathematical buoyancy for sustainable education and economic development. Aligning with SDG 4 (quality education) in the 2030 Agenda, the study calls for further actions to address national priorities and needs, promote a robust foundation for STEM education and foster long-term economic growth.