Assessment of mathematical modeling competency among undergraduates in Hebei province

Abstract

Mathematical modeling competency, a key skill for applying mathematical knowledge to solve real-world problems, has gained increasing attention across various fields. Research indicates that students' mathematical modeling competencies are generally low. However, few studies investigate students' mathematical modeling competency, making it challenging to reflect their specific level of competency accurately. This study examines the current status of mathematical modeling competencies among undergraduates in Hebei Province. Adopting a quantitative cross-sectional survey approach, 432 undergraduates were investigated. The data were analyzed through descriptive statistics, t-test, and one-way ANOVA. The findings reveal that the total mathematical modeling competency (Mean=26.14, SD = 7.45) and the eight sub-competencies of undergraduates in Hebei Province are at a medium level. While there were no significant gender differences (t =-0.24, P = 0.808), notable differences across grade levels were observed (F = 4.46, P = 0.004). These findings have important implications for mathematics education programs. First, the lack of gender differences suggests that inclusive learning environments should continue to be promoted, ensuring equal support for all students. Second, the grade-level differences indicate the need for greater focus on developing foundational mathematical modeling competency in the early years of education.