Evaluation of Mathematical Modeling Competence among Students in Application-Oriented Undergraduate Institutions: An Empirical Study of Sophomore and Junior Students_Vol. 3 No. 1 (JHET 2026)_Journal of Higher Education Teaching (ISSN: 3005-5776)

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Evaluation of Mathematical Modeling Competence among Students in Application-Oriented Undergraduate Institutions: An Empirical Study of Sophomore and Junior Students

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DOI: https://doi.org/10.62517/jhet.202615101

Author(s)

Dongxue Tu1,2

Affiliation(s)

1Department of Basic Course Teaching and Research, Guangdong Technology College, Zhaoqing, Guangdong, China 2Faculty of Arts, Communication & Education, Centre for Postgraduate Studies (CPS), Kuala Lumpur University of Science and Technology, Selangor, Kuala Lumpur, Malaysia

Abstract

With the growing prominence of mathematical modeling in international mathematics education, cultivating modeling competence has become a core requirement for developing high-quality and innovative talent. However, current instruction and assessment of mathematical modeling among undergraduates still suffer from suboptimal implementation and incomplete evaluation systems. This study aims to construct a scientific evaluation framework for undergraduates’ mathematical modeling competence and to examine the current status and influencing factors of sophomore and junior students in application-oriented undergraduate institutions. A multi-method evaluation approach was adopted, including a 20-item Likert-scale Mathematical Modeling Competence Questionnaire based on the five-step modeling process, as well as a three-level modeling task test (covering health management, logistics optimization, and infectious disease transmission scenarios). A total of 434 students were randomly sampled from three institutions (A, B, and C) for assessment. Results show that overall modeling competence among undergraduates is relatively low, with only 3.4% reaching a high level; abilities in formulating and testing model assumptions are particularly weak. Gender differences are not significant, but institutional level has a significant effect (p < 0.01). Mathematical achievement is weakly correlated with modeling competence (r = 0.264), whereas mathematical interest and modeling mindset are moderately correlated (r = 0.536 and r = 0.331, respectively). It is recommended to enhance the effectiveness of modeling instruction through strengthening sub-skills training, introducing authentic context-based tasks, and improving curriculum design.

Keywords

Mathematical Modeling Competence; Evaluation Research; Application-Oriented Undergraduate Institutions; Sub-Skills; Questionnaire Survey

References

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