The Correlation Between Students' Cognitive and Psychomotor Performance in an Embedded Systems Course in Electrical Engineering

This study examines the relationship between students' performance in the cognitive and psychomotor domains within the context of Electrical Measurement (ESE122) for the Diploma in Electrical Engineering program. The research aims to assess how theoretical knowledge (cognitive domain) and practical skills (psychomotor domain) contribute to overall course outcomes in this embedded course. A total of 193 students participated in the study. The course assessment is composed of 70% cognitive domain and 30% psychomotor domain. Descriptive statistical analysis, including frequency counts and measures of central tendency, was employed to evaluate student performance. Additionally, Spearman’s rank-order correlation was used to determine the association between cognitive and psychomotor scores. The findings indicate a positive correlation between the two domains, suggesting that students who excel in theoretical assessments tend to perform well in practical applications. These results highlight the importance of integrating hands-on learning with theoretical instruction to enhance student competency. The study provides insights for curriculum development, emphasizing a balanced approach to knowledge acquisition and skill application in engineering education.