The Impact of Undergraduate Background on Students’ Performance in Interdisciplinary Studies: The Case of MA Students of Federal Studies, AAU[1]

Abstract

The interdisciplinary teaching-learning approach entails the integration of
knowledge and skills from two or more disciplines in order to produce insights
that cannot be met by a single discipline. Whether the study of federalism, in this
perspective, suits to interdisciplinary studies relies on the integration of the various
insights from contributing disciplinary bases comprising political science,
law, history, economics, sociology and related fields altogether. In this line, this
article examines factors impacting the academic achievement of postgraduate
students of federal studies and thereby analyzes the relationship between academic
achievement and undergraduate background of these students. Results
from Chi-Square distribution test shows that the CGPAs of students of federal
studies are not independent of their undergraduate background. The analysis
of qualitative data gathered through interview and questionnaire reveals that
a number of factors comprising the curriculum design, teaching methodology,
team teaching and educational materials and facilities affects the performance
of the students and the teaching-learning of federalism altogether. The paper,
however, contends that the teaching-learning practice of federalism at Center
for Federal Studies reveals more of multidisciplinary approach than interdisciplinary perspective. It suggests the need for the integration or making coherent
whole of the insights as a linchpin to meet the interdisciplinary teaching learning
of federalism that would neither reward nor penalize students based on disciplinary
backgrounds.