ASSESSMENT OF REVOLUTIONARY PEDAGOGIC PRACTICES IN THE ARCHITECTURAL DESIGN STUDIOS OF SELECTED NIGERIAN UNIVERSITIES

Over the years, there has been a strong criticism against traditional pedagogic practices in architectural design studio education practices. Consequently, several pedagogic approaches have been engaged consciously and unconsciously by different design studio teachers. Along these Chronicles of investigations, little or no empirical record-data has been documented in these regards. Therefore, this study carried out a spectral investigation of Ten (10) revolutionary pedagogic models as didactically practiced in four(4) selected universities in Nigeria. The research methodology employed a survey research design strategy and the primary data were sourced using questionnaires, observations, focus group, and oral interviews. The secondary data was sourced from the literature, archives and other record types. Also, the sampling frame consisted of the design studios, students and teachers in the selected design studios; the unit of analysis was obtained for the teachers and students, design studios of year three (3), four (4) and MSc levels. A multi-stage stratified purposive sampling technique was adopted. Questionnaire responses were analysed using SPSS while content analysis was used for the interviews and observations. The results revealed across the four schools that: participatory pedagogic model had most dominant characteristics within the pedagogic spectrum of these schools. OAU had the most dominant characteristics in revolutionary pedagogic practices than other three schools. Further in-depth revelations showed another layer of dominant characteristics in analogical model by CU teachers and students; while LAUTECH had inherent characteristics in these models. In terms of the teachers and students, this study established that the pedagogic practices employed in these schools behaved differently in the significant indices across the four selected schools. The parametric indices of revolutionary pedagogy a