The Effect of Students Learning Styles on Performance in Architectural Design Studio (A study in Jos, Nigeria)

ABSTRACT The curriculum and programs of architectural schools and studios are often written to address theoretical and professional concerns without addressing the ways in which a particular program may be compatible with individual student learning styles. This study takes a closer look at the effect of learning styles on student performance in architectural design studio as concerns for student output in design continues to question how students learn and how their ways of learning differ from one another. The study identifies and seeks to understand learning styles and preferences of second- and fourth-year Architecture students in the University of Jos, Plateau state; and to ascertain how awareness of this various learning styles can improve the communication between instructors and design students in design studio on the basis of the Kolb’s Learning Style Theory. In this study, a quantitative research approach was employed. The research instrument that was employed is the Kolb’s Learning Style Inventory (LSI). Data captured in this study was analysed through descriptive statistical methods for the purpose of showing the means and spreading of students learning style preferences in each sample using tabulated descriptions and graphical descriptions. The study ascertained that the preferred learning style of a student can determine how well he/she performs in design studio. It also concluded that there are significant differences between performances of students of every pair of learning styles. The results of this study strongly suggest that recognising the association between learning styles and performance in design studio will lead to both more perceptive teaching and also more responsive learning. Key words: architectural education, design studio behaviour, learning style