Modelling undergraduate students’ learning challenges with guidance and counselling: a mathematical approach
DOI:
https://doi.org/10.64497/jssci.60Keywords:
Education, Learning Challenges, Guidance, Counselling, Performance, and StabilityAbstract
A novel mathematical model for undergraduate students learning dynamics was developed and studied. The study highlighted students’ learning challenges such as: repeating, drop-out (withdraw), and students’ residency extension. These students’ learning challenges is restrained via guidance and counselling which was the focus of this study. The study adopted compartmental model approach, where it partitioned students population into four (4) namely: Enrol students , Vulnerable students , Spill over students and Graduating students . The study established the existence of two most substantial steady states namely: deviant-free behaviour and deviant-present behaviour (endemic). In establishing the stability analysis, the deviant-free behaviour steady state is both locally and globally stable using linearization and the Castillo-chavez method respectively. Also, the endemic steady state is both locally and globally stable using Routh-Hurwitz and Lassalles principle method respectively. Hence, the analytic result of the model was established. Thus, exploring the guidance and counselling effectively in tackling undergraduate students learning challenges has been the best strategy and therefore the study recommended that strategy.
Downloads
References
[1] A. Okpaga, Repositioning Education in Nigeria to Tackle the Challenges of Poverty, Self-reliance and National Development. Journal of Teacher Perspective, 7(4) (2013), 719-730.
[2] S. Sothan, The Determinants of Academic Performance: Evidence from a Cambodian University. Stud High Educ.; 44(11)(2019):2096–111. DOI: https://doi.org/10.1080/03075079.2018.1496408
[3] M., Tadese, A., Yeshaneh, and G. B. Mulu, Determinants of Good Academic Performance Among University Students in Ethiopia: a Cross‑Sectional Study BMC Medical Education) 22(2022):395. https://doi.org/10.1186/s12909-022-03461-0 DOI: https://doi.org/10.1186/s12909-022-03461-0
[4] R. M. Abdelrahman, Metacognitive Awareness and Academic Motivation and Their Impact on Academic Achievement of Ajman University Students. Heliyon, 6(9) (2020)., e04192. DOI: https://doi.org/10.1016/j.heliyon.2020.e04192
[5] htt ps://doi.org/10.1016/j.heliyon.2020.e04192
[6] D. N., Al-Osaimi, and M. Fawaz. Nursing students’ Perceptions on Motivation Strategies to Enhance Academic Achievement Through Blended Learning: A Qualitative Study. Heliyon, 8(7) (2022)., e09818. DOI: https://doi.org/10.1016/j.heliyon.2022.e09818
[7] F., Opelt, and M. Schwinger, Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control. AERA Open, 6(3) (2020), 233285842094949. https://doi.org/10.1177/2332858420949499 DOI: https://doi.org/10.1177/2332858420949499
[8] M., Singh, P. S., James, H., Paul, and K. Bolar, Impact of Cognitive-Behavioral Motivation on Student Engagement. Heliyon, 8(7)(2022)., e09843. https://doi.org/10.1016/j.heliyon.2022.e09843 DOI: https://doi.org/10.1016/j.heliyon.2022.e09843
[9] X.., Wang, and W. Zhang, Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode. SAGE Open, 12(1) (2022)..
[10] https://doi.org/10.1177/21582440211071108 DOI: https://doi.org/10.1177/21582440211071108
[11] S., Aiello, G., Crescimanno, G., Di Giovanni, and M. Casarrubea, T-patterns in the Study of Movement and Behavioral Disorders. Physiology and Behavior, 215(2019), 112790.
[12] https://doi.org/10.1016/j.physbeh.2019.112790 DOI: https://doi.org/10.1016/j.physbeh.2019.112790
[13] M. Schmidt, A. A. Tawfik, Y. Earnshaw, and I. Jahnke, Learner and User Experience Research. EdTech Books (2020). DOI: https://doi.org/10.59668/36
[14] L. R., Seemiller and T. J. Gould, The Effects of Adolescent Alcohol Exposure on Learning and Related Neurobiology in Humans and Rodents. Neurobiology of Learning and Memory, 172(2020), 107234. https://doi.org/10.1016/j.nlm.2020.107234 DOI: https://doi.org/10.1016/j.nlm.2020.107234
[15] O. S., Balogun, S. A., Olaleye, and O. J. Ibidoja, University Students’ Academic Performance: An Approach of Tau Statistic. Proceedings of the 36th International Business Information Management Association (IBIMA), ISBN: 978-0-9998551-5-7, 4-5 November( 2020), Granada, Spain
[16] M., Shahjahan, K. R., Ahmed, A., Al Hadrami, Md. R., Islam, S., Hossain, , Md. S. Khan, Factors Influencing Poor Academic Performance Among Urban University Students in Bangladesh. International Journal of Evaluation and Research in Education (IJERE). 10(4) (2021): 1140-1148 ISSN: 2252-8822, https://doi.org/10.11591/ijere.v10i4.21158 DOI: https://doi.org/10.11591/ijere.v10i4.21158
[17] S. M., Azizi, A., Soroush, and A. Khatony, The Relationship between Social Networking Addiction and Academic Performance in Iranian Students of Medical Sciences: a Cross-Sectional Study, BMC Psychology, 7(28) (2019).: https://doi.org/10.1186/s40359-019-0305-0 DOI: https://doi.org/10.1186/s40359-019-0305-0
[18] S. O., Olatunji, D. O., Aghimien A. E., Oke, and E. Olushola, Factors Affecting Performance of Undergraduate Students in Construction Related Disciplines,” Journal of Education and Practice, 7(13) (2016):55-62: https://eric.ed.gov/?id=EJ1102825.
[19] S., Ali, Z., Haider, F., Munir, H., Khan, and A. Ahmed, Factors Contributing to the Students' Academic Performance: a Case Study of Islamia University Sub-Campus, American Journal of Educational Research, 1(8) (2013):283-289, 2013, https://doi.org/10.12691/education-1-8-3 DOI: https://doi.org/10.12691/education-1-8-3
[20] B. Graetz, Socio-economic Status in Education Research and Policy. In John Ainley et al., Socio
[21] -Economic Status and School Education DEET/ACER Canberra, Journal of Pediatric Psychology, 20(2)(1995): 205-216. DOI: https://doi.org/10.1093/jpepsy/20.2.205
[22] B. A., Ugbee, K. H., Beck, C. S., Fryer, and Arria, A. M., Substance Use, Academic Performance, and Academic Engagement among High School Seniors. J. Sch. Health. 89(2) (2019):145–56. DOI: https://doi.org/10.1111/josh.12723
[23] N. A., Hako, and T. P. Shikong, Factors Hindering Students from Completion of Studies within the Prescribed Duration: A Case Study of the Public University in Namibia. JISTE, 23(1) (2019).: 39-52
[24] A. O., Jegede, H. A. Adebiyi, and W. O. Erhun, Academic Performance of Students in other University Courses after Dropping Out of Pharmacy School. Pharmacy Education 20(1)(2020): 346–356. https://doi.org/10.46542/pe.2020.201.346356 DOI: https://doi.org/10.46542/pe.2020.201.346356
[25] L. L. D., Mokula and N. Lovemore, Forms, Factors and Consequences of Cheating In University Examinations: Insight from Open and Distance Learning Students. Turkish Online Journal of Distance Education, 15(4) (2014), 17. https://doi.org/10.17718/tojde.8924 DOI: https://doi.org/10.17718/tojde.89240
[26] E. C. M, Van Rooij, E. P. W. A., Jansen, and W. J. C. M. Van de Grift, First-year University Students’ Academic Success: the Importance of Academic Adjustment, Eur J Psychol Educ 33(2018):749–767. https://doi.org/10.1007/s10212-017-0347-8t DOI: https://doi.org/10.1007/s10212-017-0347-8
[27] B. A., Obeng, G. O., Fosu, and E. Akweittey, A Mathematical Model on the Dynamics of Student-Lecturer-Sex on Advances in Research 6(5) (2016): 1-8. http://doi.org/10.9734/AIR/2016/20355 DOI: https://doi.org/10.9734/AIR/2016/20355
[28] M., R., Johar, M., Ramli, & M. Mathematical Model of Student Learning Behavior with the Effect of Learning Motivation and Student Social Interaction. Journal on Mathematics Education, 13(3) (2022), 415- 436. http://doi.org/10.22342/jme.v13i3.pp415-436 DOI: https://doi.org/10.22342/jme.v13i3.pp415-436
[29] M. N., Tedeschi, T. M., Hose, E. K., Mehlman, S., Franklin, and T. E. Wong, Improving Models for Student Retention and Graduation Using Markov Chains. PLoS ONE 18(6) (2023): e0287775. https://doi.org/10.1371/journal.pone.0287775 DOI: https://doi.org/10.1371/journal.pone.0287775
[30] H. G., Castillo, H. M., Ariza, and M. P. Pereira, Case Study: Analysis of Drop out, Repetition and Academic Risk by Higher Education students at The Universidad District Francisc0 Jose de Caldas. International Journal of Engineering Research and Technology. 13(11) (2020).: 3943-3949. http://dx.doi.org/10.37624/IJERT/13.11.2020.3943-3949 DOI: https://doi.org/10.37624/IJERT/13.11.2020.3943-3949
[31] A. C. Ukwueze, Guidance and counselling services for quality higher education in Nigeria. In C. Nnadi, E. O., Imhanlahimi, and A. V. C. Chikwendu (Eds.), Higher Education in Nigeria: Perspectives and Reforms (18-40) (2015). Onitsha: Global Academic Group Online Academic Resources.
[32] R. A., Fadipe, and J. C. Uwadia, Counselling Strategies for Curbing the Menace of Examination Malpractice among Students in Nigeria. Acad. Res. J. Psychol. Counsel. 9(1)(2021).: 1-10. https://doi.org/10.14662/arjpc2021.020
[33] V., Leela, S., Lakshmikantham, and A. A Martynyuk, Stability Analysis of Nonlinear Systems. Basel, New York(1989) DOI: https://doi.org/10.1142/1192
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Ahmed Umar, Musa Abdullahi, Garba Isah Alkumz, Umar said Bashir
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Abstract 346
- PDF 125
