\r\nteaching and learning is proposed. In this study we adopt the

\r\nmathematical model that is normally used for disease modelling

\r\ninto teaching and learning. We derive mathematical conditions which

\r\nfacilitate knowledge acquisition. This study compares the effects

\r\nof dropping out of the course at early stages with later stages of

\r\nlearning. The study also investigates effect of individual interaction

\r\nand learning from other sources to facilitate learning. The study fits

\r\nactual data to a general mathematical model using Matlab ODE45

\r\nand lsqnonlin to obtain a unique mathematical model that can be

\r\nused to predict knowledge acquisition. The data used in this study

\r\nwas obtained from the tutorial test results for mathematics 2 students

\r\nfrom the Central University of Technology, Free State, South Africa

\r\nin the department of Mathematical and Physical Sciences. The study

\r\nconfirms already known results that increasing dropout rates and

\r\nforgetting taught concepts reduce the population of knowledgeable

\r\nstudents. Increasing teaching contacts and access to other learning

\r\nmaterials facilitate knowledge acquisition. The effect of increasing

\r\ndropout rates is more enhanced in the later stages of learning

\r\nthan earlier stages. The study opens up a new direction in further

\r\ninvestigations in teaching and learning using differential equations.","references":null,"publisher":"World Academy of Science, Engineering and Technology","index":"Open Science Index 131, 2017"}