Research Article
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Year 2020, Volume: 8 Issue: 1, - , 31.03.2020

Abstract

References

  • Adedire, J. (2015). Assessment of Student Perception in the design of architectural studios: a case study of Department of Architecture, ABU Zaria. Zaria, Nigeria: Unpublished BSc project, Department of Architecture, Ahmadu Bello University.
  • Adogbo, K. J., Ibrahim, A. D. & Ibrahim, Y. M. (2015). Development of a Framework for Attracting and Retaining Women in Construction Practice. Journal of Construction in Developing Countries, 20(1), 99-115.
  • Al Husban, A. A., Al Husban, S. A. & Betawi, Y. N. (2016). Implementing the competencies-based and student-centered learning approach in Architectural Design Education, The case of the T MEDA Pilot Architectural Program at the Hashemite University Jordan. Tuning Journal for Higher Education, 4(1), 43-98. DOI: http://dx.doi.org/10.18543/tjhe-4(1)-2016pp43-98.
  • Aluko-Olokun, B. A. (2015). An appraisal of the Career Experiences of Professional Women in the Nigerian Construction Industry. Unpublished MSc dissertaion, Ahmadu Bello University , Department of Quantity Surveying, Zaria, Nigeria.
  • Amaratunga, D., Haigh, R., Elvitigala, G. & Shanmugam, M. (n.d.). Construction and Women: Promoting Construction Careers for Women in the North West. University of Salford. Manchester, UK: Research Institute for the Built and Human Environment, EU.
  • Ayarkwa, J., Agyekum, K., & Acheampong, A. (2012). Ghanaian Construction Professionals' perception on challenges to female retention in the construction industry. Journal of Construction Project Management and Innovation, 2(2), 360-376.
  • Bicer, Z. P. (2013). Is Gender Important On Understanding Construction Course in Architectural Education? Procedia-Social and Behavioral Sciences, 106, 1636-1647. doi:10.1016/j.sbspro.2013.12.186.
  • Cela-Ranilla, J. M. & Cervera, M. G. (2013). Learning Patterns of First Year Students. Revista de Educacion, 361, 171-195. DOI: 10.4438/1988-592X-RE-2011-361-139.
  • Datta, A. (2007). Gender and Learning in the Design Studio. Journal for Education in the Built Environment, 2(2), 21-35. DOI: http://dx.doi.org/10.11120/jebe.2007.02020021.
  • Dawkins (n.d.). What is the Let Me Learn Advanced Learning System? Retrieved 11 20, 2018, from https://us.corwin.com/sites/default/file/upm-binaries/35252_Chapter_1_Dawkins.pdf
  • De Graft-Johnson, A., Manley, S. & Greed, C. (2005). Diversity or the lack of it in the architectural profession. Construction Management and Economics, 23(10), 1035-1043. DOI: 10.1080/01446190500394233.
  • Demirkan, H. (2016). An inquiry into the learning-style and knowledge-building preferences of interior architecture students. Design Studies, 44, 28-51. DOI: http://dx/doi.org/10.1016/j,destud.2015.12.009.
  • Demirkan, H. & Demirbas, O. O. (2010). The effects of learning styles and gender on the academic performance of interioir architecture students. Procedia-Social and Behavioral Sciences, 2, 1390-1394. DOI: 10.1016/j.sbspro.2010.03.205.
  • Enwerekowe, E. & Ola-Adisa, E. (2015). Gender perceptions of skill sets of Female Architects in North Central Nigeria. In S. L. Leiringer (Ed.), Procs 6th West Africa Built Environment Research WABER Conference, 10-12 August 2015 (pp. 611-124). Accra, Ghana: WABER.
  • Field, A. (2013). Discovering Statistics using IBM SPSS Statistics (4th Edition). London: SAGE.
  • Francis, V. (2017). What infleunces professional women's career advancement in construction? Constuction Management and Economics, 2017, 1-22. DOI:10.1080/014461893.2016.1277026.
  • Fulani, O. A. (2017). Gender Issues in the Learning of Architecture in Private Universities in Ogun State, Nigeria. Unpublished PhD thesis, Department of Architecture, Covenant University, Ota.
  • Fulani, O., Alagbe, O., Aderonmu, P., Jegede, F. & Adewale, B. (2016). Gender, Learning Styles and Performance of 1st year Architecture Students: First Stage of a Longtudinal Study. Procs, EDULEARN16 Conference, 4th-6th July, (pp. 5730-5736). Barcelona, Spain.
  • Gidado, A. T. & Abdullahi, A. (2018). Building Information Modeling (BIM) in Architectural Education: A case study of Zaria School of Architecture. In M. L. Sagada, & J. J. Maina (Ed.), Proceedings of the 2018 National Conference, Trends in 21st Century Architecture and Sustainable Built Environment, 21-24 Feb. 1, pp. 117-131. Zaria, Nigeria: Department of Architecture, Ahmadu Bello University.
  • Haruna, A. C., Keftin, N. A. & Abdullahi, U. (2016). An overview of challenges of Womens' participation in the practice of Building profession in Nigeria. International Journal of Education and Research, 4(6), 61-72.
  • Harvey, R. (2004). Beyond Learning Styles: Understanding the Learning Processes of Engineering Students through the Interactive Learning Model. Procs of the 2004 American Society for Engineering Education Annual Conference & Exposition (pp. 9.254.1-10). American Society for Engineering Education.
  • Holloway, R. A. (2017). Learning Connections Inventory: making major decisions among undeclared students. Rowan University, Department of Educational Services and Leadership. Glassboro, NJ: Rowan Digital Works. Retrieved from http://rdw.rowan.edu/etd/2468
  • Johnston, C. A. (1994). Unlocking the Will to Learn: Identifying a Student's Unique Learning Combination. Annual Meeting of the British Educational Research Association, 8 Sept, St. Anne's College, Oxford University. Oxford: BERA.
  • Johnston, C. A., & Dainton, G. R. (1997). The Learning Combination Inventory. Thousand Oaks, CA: Corwin Press.
  • Johnston, C. A. & Johnston, J. Q. (1997). Understanding and Using the Child's Will to Learn: A Longitudinal Study. European Conference on Educational Research, 24-27 Sept , (pp. 1-13). Frankfurt, Germany.
  • Maina, J. J. (2018). Impact of the Architecture Curriculum in final year students' design: Do gender and mode of entry matter? ATBU Journal of Environmental Technology, 11(1), 1-25.
  • Maina, J. J., Samaila, S. B. & Yakubu, R. (in press). Gender and Factors Influencing Future Career Choice: Perception of Final Year Undergraduate Architecture Students in Northern Nigeria. Construction Focus, Journal of Construction Management and Engineering.
  • Megahed, N. (2018). Reflections on studio-based learning: assessment and critique. Journal of Engineering, Design and Technology, 16(1), 63-80. DOI: https://dx.doi.org/10.1108/JEDT-08-2017.0079.
  • Meltem, D. (2004). Gender differences in Academic Performance in a large Public University in Turkey. ERC Working Papers in Economics, Economics Research Centre, Middle East Technical University Ankara. Ankara: ERC.
  • Mersha, Y., Bishaw, A. & Tegegne, F. (2013). Factors Affecting Female Students's Academic Achivement at Bahir Dar University. Journal of International Cooperation in Education, 15(3), 135-148.
  • Morales, M. P., Avilla, R. A. & Espinosa, A. A. (2016). Does gender inequality influence interest in pursuing a career in science or mathematics teaching? Issues in Educational Research, 26(1), 65-81. Retrieved from http://www.iier.org.au/iier26/morales.pdf.
  • Musa, M. A. & Saliu, H. O. (2016, 03). Gender and Academic Performance in Architectural Education: A case study of Ahmadu Bello University Zaria from 2011/2012 to 2014/2015 Sessions. ARCHISEARCH, International Journal of Architecture and Environment, 6(1), 46-60.
  • Niculae, R. (2012). Gender Issues in Architectural Education: Feminine Paradigm. Review of Applied Socio-Economic Research, 3(1), 144-152.
  • Olusola, B. S., Olubola, B. & Akintayo, O. (2012). An appraisal of career development among female professionals in the NIgerian Construction Industry. Global Journal of Researches in Engineering, Industrial Engineering, 12(2), 11-20.
  • Oluwatayo, A. A., Olademehin, S. O., Adewakun, A., Pirisola, H. O., Alagbe, O. A., Aderonmu, P. A. & Fulani, O. A. (2017). Impact of the Architectural Design Process on Students' Performance in Design Studio Projects. Procs, INTED2017 Conference, 6th-8th March, (pp. 5493-5501). Valencia, Spain.
  • Rokooei, S. & Goedert, J. (2014). Simulation as an Effective Tool For Gender Education in Construction. In P. E. Doolittle, & D. L. Lusk (Ed.), Procs, Higher Education Pedagogy, 5-7 February 2014 (pp. 291-292). Virginia, US: Virginia Tech.
  • Rosa, J. E., Hon, C. K., Xia, B. & Lamari, F. (2017). Challenges, success factors and strategies for women's career development in the Australian construction industry. Construction Economics and Building, 17(3), 27-46.DOI: http://dx.doi/10.5130/AJCEB.v17i3.5520.
  • Sang, K. J., Dainty, A. R. & Ison, S. G. (2014). Gender in the UK architectural profession: (re)producing and challenging hegemonic masculinity. Work, Employment and Society, 28(2), 247-264.DOI:10.1177/0950017013491306.
  • Tucker, R. (2007). Southern Drift: The Learning Styles of First and Third-Year Students of the Built Environment. Architectural Science Review, 50(3), 246-255.
  • Yomens, Y. (2000). Business Statistics 3rd Edition. Ibadan: Ibadan University Press.

EXPLORING GENDER DISPOSITIONS OF ARCHITECTURE STUDENTS IN DESIGN STUDIO

Year 2020, Volume: 8 Issue: 1, - , 31.03.2020

Abstract

This study explored gender dispositions of architecture students in design studio to ascertain approaches employed by the students during the design process. This was based on four learning approaches from literature namely technical, sequential, precise and confluent processes. This is important in order to understand the manner both genders approach design, which is at the core of the architecture curriculum. A questionnaire survey of 69 final year undergraduate and postgraduate students from the department of Architecture at Ahmadu Bello University served as the sample for the study. Data was analysed in SPSS v21 for descriptive statistics, Chi square, Independent samples t tests and Correlations. Results reveal non-significant differences for gender influence on design (𝝌2= 3.037, df=1, N 66, p=0.081). Males showed a higher tendency to employ all learning processes in their design while females tended to employ Technical and Confluent processes more strongly. Additionally, design processes inversely relate to grades in design. These findings imply that in design related issues, females are not disadvantaged; approach to design for males is more balanced compared to that of females and the work students perform in architectural design studio is reflected inadequately in the grades they receive. The study recommends active advocacy, counselling and encouragement especially for female students to boost morale in architecture and design disciplines. More holistic investigations into relationships between design processes and grades as well as learning styles of students is also imperative for generalisation of results.

References

  • Adedire, J. (2015). Assessment of Student Perception in the design of architectural studios: a case study of Department of Architecture, ABU Zaria. Zaria, Nigeria: Unpublished BSc project, Department of Architecture, Ahmadu Bello University.
  • Adogbo, K. J., Ibrahim, A. D. & Ibrahim, Y. M. (2015). Development of a Framework for Attracting and Retaining Women in Construction Practice. Journal of Construction in Developing Countries, 20(1), 99-115.
  • Al Husban, A. A., Al Husban, S. A. & Betawi, Y. N. (2016). Implementing the competencies-based and student-centered learning approach in Architectural Design Education, The case of the T MEDA Pilot Architectural Program at the Hashemite University Jordan. Tuning Journal for Higher Education, 4(1), 43-98. DOI: http://dx.doi.org/10.18543/tjhe-4(1)-2016pp43-98.
  • Aluko-Olokun, B. A. (2015). An appraisal of the Career Experiences of Professional Women in the Nigerian Construction Industry. Unpublished MSc dissertaion, Ahmadu Bello University , Department of Quantity Surveying, Zaria, Nigeria.
  • Amaratunga, D., Haigh, R., Elvitigala, G. & Shanmugam, M. (n.d.). Construction and Women: Promoting Construction Careers for Women in the North West. University of Salford. Manchester, UK: Research Institute for the Built and Human Environment, EU.
  • Ayarkwa, J., Agyekum, K., & Acheampong, A. (2012). Ghanaian Construction Professionals' perception on challenges to female retention in the construction industry. Journal of Construction Project Management and Innovation, 2(2), 360-376.
  • Bicer, Z. P. (2013). Is Gender Important On Understanding Construction Course in Architectural Education? Procedia-Social and Behavioral Sciences, 106, 1636-1647. doi:10.1016/j.sbspro.2013.12.186.
  • Cela-Ranilla, J. M. & Cervera, M. G. (2013). Learning Patterns of First Year Students. Revista de Educacion, 361, 171-195. DOI: 10.4438/1988-592X-RE-2011-361-139.
  • Datta, A. (2007). Gender and Learning in the Design Studio. Journal for Education in the Built Environment, 2(2), 21-35. DOI: http://dx.doi.org/10.11120/jebe.2007.02020021.
  • Dawkins (n.d.). What is the Let Me Learn Advanced Learning System? Retrieved 11 20, 2018, from https://us.corwin.com/sites/default/file/upm-binaries/35252_Chapter_1_Dawkins.pdf
  • De Graft-Johnson, A., Manley, S. & Greed, C. (2005). Diversity or the lack of it in the architectural profession. Construction Management and Economics, 23(10), 1035-1043. DOI: 10.1080/01446190500394233.
  • Demirkan, H. (2016). An inquiry into the learning-style and knowledge-building preferences of interior architecture students. Design Studies, 44, 28-51. DOI: http://dx/doi.org/10.1016/j,destud.2015.12.009.
  • Demirkan, H. & Demirbas, O. O. (2010). The effects of learning styles and gender on the academic performance of interioir architecture students. Procedia-Social and Behavioral Sciences, 2, 1390-1394. DOI: 10.1016/j.sbspro.2010.03.205.
  • Enwerekowe, E. & Ola-Adisa, E. (2015). Gender perceptions of skill sets of Female Architects in North Central Nigeria. In S. L. Leiringer (Ed.), Procs 6th West Africa Built Environment Research WABER Conference, 10-12 August 2015 (pp. 611-124). Accra, Ghana: WABER.
  • Field, A. (2013). Discovering Statistics using IBM SPSS Statistics (4th Edition). London: SAGE.
  • Francis, V. (2017). What infleunces professional women's career advancement in construction? Constuction Management and Economics, 2017, 1-22. DOI:10.1080/014461893.2016.1277026.
  • Fulani, O. A. (2017). Gender Issues in the Learning of Architecture in Private Universities in Ogun State, Nigeria. Unpublished PhD thesis, Department of Architecture, Covenant University, Ota.
  • Fulani, O., Alagbe, O., Aderonmu, P., Jegede, F. & Adewale, B. (2016). Gender, Learning Styles and Performance of 1st year Architecture Students: First Stage of a Longtudinal Study. Procs, EDULEARN16 Conference, 4th-6th July, (pp. 5730-5736). Barcelona, Spain.
  • Gidado, A. T. & Abdullahi, A. (2018). Building Information Modeling (BIM) in Architectural Education: A case study of Zaria School of Architecture. In M. L. Sagada, & J. J. Maina (Ed.), Proceedings of the 2018 National Conference, Trends in 21st Century Architecture and Sustainable Built Environment, 21-24 Feb. 1, pp. 117-131. Zaria, Nigeria: Department of Architecture, Ahmadu Bello University.
  • Haruna, A. C., Keftin, N. A. & Abdullahi, U. (2016). An overview of challenges of Womens' participation in the practice of Building profession in Nigeria. International Journal of Education and Research, 4(6), 61-72.
  • Harvey, R. (2004). Beyond Learning Styles: Understanding the Learning Processes of Engineering Students through the Interactive Learning Model. Procs of the 2004 American Society for Engineering Education Annual Conference & Exposition (pp. 9.254.1-10). American Society for Engineering Education.
  • Holloway, R. A. (2017). Learning Connections Inventory: making major decisions among undeclared students. Rowan University, Department of Educational Services and Leadership. Glassboro, NJ: Rowan Digital Works. Retrieved from http://rdw.rowan.edu/etd/2468
  • Johnston, C. A. (1994). Unlocking the Will to Learn: Identifying a Student's Unique Learning Combination. Annual Meeting of the British Educational Research Association, 8 Sept, St. Anne's College, Oxford University. Oxford: BERA.
  • Johnston, C. A., & Dainton, G. R. (1997). The Learning Combination Inventory. Thousand Oaks, CA: Corwin Press.
  • Johnston, C. A. & Johnston, J. Q. (1997). Understanding and Using the Child's Will to Learn: A Longitudinal Study. European Conference on Educational Research, 24-27 Sept , (pp. 1-13). Frankfurt, Germany.
  • Maina, J. J. (2018). Impact of the Architecture Curriculum in final year students' design: Do gender and mode of entry matter? ATBU Journal of Environmental Technology, 11(1), 1-25.
  • Maina, J. J., Samaila, S. B. & Yakubu, R. (in press). Gender and Factors Influencing Future Career Choice: Perception of Final Year Undergraduate Architecture Students in Northern Nigeria. Construction Focus, Journal of Construction Management and Engineering.
  • Megahed, N. (2018). Reflections on studio-based learning: assessment and critique. Journal of Engineering, Design and Technology, 16(1), 63-80. DOI: https://dx.doi.org/10.1108/JEDT-08-2017.0079.
  • Meltem, D. (2004). Gender differences in Academic Performance in a large Public University in Turkey. ERC Working Papers in Economics, Economics Research Centre, Middle East Technical University Ankara. Ankara: ERC.
  • Mersha, Y., Bishaw, A. & Tegegne, F. (2013). Factors Affecting Female Students's Academic Achivement at Bahir Dar University. Journal of International Cooperation in Education, 15(3), 135-148.
  • Morales, M. P., Avilla, R. A. & Espinosa, A. A. (2016). Does gender inequality influence interest in pursuing a career in science or mathematics teaching? Issues in Educational Research, 26(1), 65-81. Retrieved from http://www.iier.org.au/iier26/morales.pdf.
  • Musa, M. A. & Saliu, H. O. (2016, 03). Gender and Academic Performance in Architectural Education: A case study of Ahmadu Bello University Zaria from 2011/2012 to 2014/2015 Sessions. ARCHISEARCH, International Journal of Architecture and Environment, 6(1), 46-60.
  • Niculae, R. (2012). Gender Issues in Architectural Education: Feminine Paradigm. Review of Applied Socio-Economic Research, 3(1), 144-152.
  • Olusola, B. S., Olubola, B. & Akintayo, O. (2012). An appraisal of career development among female professionals in the NIgerian Construction Industry. Global Journal of Researches in Engineering, Industrial Engineering, 12(2), 11-20.
  • Oluwatayo, A. A., Olademehin, S. O., Adewakun, A., Pirisola, H. O., Alagbe, O. A., Aderonmu, P. A. & Fulani, O. A. (2017). Impact of the Architectural Design Process on Students' Performance in Design Studio Projects. Procs, INTED2017 Conference, 6th-8th March, (pp. 5493-5501). Valencia, Spain.
  • Rokooei, S. & Goedert, J. (2014). Simulation as an Effective Tool For Gender Education in Construction. In P. E. Doolittle, & D. L. Lusk (Ed.), Procs, Higher Education Pedagogy, 5-7 February 2014 (pp. 291-292). Virginia, US: Virginia Tech.
  • Rosa, J. E., Hon, C. K., Xia, B. & Lamari, F. (2017). Challenges, success factors and strategies for women's career development in the Australian construction industry. Construction Economics and Building, 17(3), 27-46.DOI: http://dx.doi/10.5130/AJCEB.v17i3.5520.
  • Sang, K. J., Dainty, A. R. & Ison, S. G. (2014). Gender in the UK architectural profession: (re)producing and challenging hegemonic masculinity. Work, Employment and Society, 28(2), 247-264.DOI:10.1177/0950017013491306.
  • Tucker, R. (2007). Southern Drift: The Learning Styles of First and Third-Year Students of the Built Environment. Architectural Science Review, 50(3), 246-255.
  • Yomens, Y. (2000). Business Statistics 3rd Edition. Ibadan: Ibadan University Press.
There are 40 citations in total.

Details

Primary Language English
Subjects Architecture
Journal Section Architecture
Authors

Joy Maina 0000-0002-6340-5115

Samira Umoru This is me

Publication Date March 31, 2020
Submission Date November 5, 2019
Published in Issue Year 2020 Volume: 8 Issue: 1

Cite

APA Maina, J., & Umoru, S. (2020). EXPLORING GENDER DISPOSITIONS OF ARCHITECTURE STUDENTS IN DESIGN STUDIO. Gazi University Journal of Science Part B: Art Humanities Design and Planning, 8(1).