COMPARATIVE ANALYSIS OF SCIENCE-BASED EDUCATIONAL STUDENTS ON PERFORMANCE IN PHILOSOPHY ACADEMIC SUBJECT AT UITM
DOI:
https://doi.org/10.55197/qjssh.v6i5.812Keywords:
philosophy education, computer science, electrical engineering, critical thinking, ethics integrationAbstract
The academic subject of Philosophy and Current Issues at higher educational institution is aimed at cultivating critical thinking and ethical reasoning among undergraduates, including those in Computer Science (CS) and Electrical Engineering (EE). Despite its importance, there is little empirical evidence on how science-based students in different faculties do in Philosophy and Current Issues, and especially on a comparison of the performance between CS and EE, which have different curricula and exposure to ethics and philosophy to different extents. This study aims to compare the performances of CS and EE students in the subject of Philosophy and Current Issues at UiTM Shah Alam. A purposive sampling method was used to select participants from two faculties, CS (n=32) and EE (n=34). Data analysis was performed using IBM SPSS Statistics software. The Mann-Whitney test findings suggest that the two groups performed comparably in the “written report” and “presentation video”. The t-test result (t=2.348, df=64, p=0.022) shows a statistically significant difference in “final test” scores between the two groups, with a mean difference of 2.60478 (95% CI: 0.38900 to 4.82056), suggesting that CS students scored approximately 2.6 points higher than EE students on average. The CS students were found to perform better compared to the EE students, particularly in this subject.
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