An analysis of engineering ethics education across engineering programs among selected institutions in Metro Manila
Date of Publication
Doctor of Education Major in Religious Education and Values Education
College of Liberal Arts
Theology and Religious Education
Adelaida L. Bago
Defense Panel Chair
William Garvey FSC
Defense Panel Member
Andrew, Gonzalez FSC
Salud P. Evangelista
This study analyzes engineering ethics education across engineering programs among selected schools in Metro Manila. The six schools were categorized as private (sectarian and non-sectarian) and government schools. The five engineering programs considered in the study were chemical, civil, electrical, electronics and communications, and mechanical engineering. Specifically, the study sought to answer questions grouped according to the Context, Input, Process and Product (CIPP) model of Stuffle beam. The study used the descriptive-correlational method in analyzing engineering ethics education. The engineering ethics education program were broken down into CIPP components. Each component was described and the relationships between various components were analyzed. The analyses were based on the responses to survey questionnaires administered by the researcher to different groups of respondents, interviews and existing institutional documents. Information on engineering ethics education in the Philippines were gathered from the Professional Regulation Commission (PRC), Professional Engineering Societies, Commission on Higher Education - Technical Panel for Engineering, Technology and Architecture (CHED-TPETA), Philippine Association for Technological Education (PATE), and college catalogues of six selected schools. The data gathered were analyzed by means of descriptive statistics, such as frequencies, percentages, averages and correlations. Content analyses were used in analyzing the documents collected.
Based on the significant findings, the study showed that students generally receive poor quality instruction in engineering ethics due to the lack of instructional materials in school libraries, outdated textbooks/references prescribed by the faculty, traditional types of teaching methodologies, poorly designed course syllabus, and very limited topics covered in lectures and examinations. Despite these deficiencies, it was noted that sectarian schools have a better quality of instruction due to a more pronounced promotion of values and professional ethics in their vision-mission, more qualified faculty members, more time spent in teaching and more topics discussed in the course, and inclusion of value aims in the syllabus.
Archives, The Learning Commons, 12F Henry Sy Sr. Hall
Engineering ethics; Values; Education--Curricula; Curriculum enrichment
Belino, M. C. (1998). An analysis of engineering ethics education across engineering programs among selected institutions in Metro Manila. Retrieved from https://animorepository.dlsu.edu.ph/etd_doctoral/1173