An Analysis of Non-Integrated Engineering Education
Katherine E. Sukel, Mark Guzdial, Matthew J. Realff, Peter J. Ludovice, Tom Morley · Psychology Press eBooks · 2013
Neither sex, race, GPA or major, when added as an additional variable, constituted a significant difference. Participants scored higher on problems that were consistent across context and calculation. Surprisingly, matching a major and a context was not a guarantee of success. In fact, Electrical Engineering (EE) majors did better on Chemical Engineering context problems than did Chemical Engineers! This effect may be due to the fact that Electrical Engineers are better at transferring mathematical knowledge across contexts.