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dc.contributor.authorDemirkan, H.en_US
dc.contributor.authorDemirbaş, Ö. O.en_US
dc.date.accessioned2019-01-25T16:11:52Z
dc.date.available2019-01-25T16:11:52Z
dc.date.issued2010-01en_US
dc.identifier.urihttp://hdl.handle.net/11693/48391
dc.description.abstractThe study focuses on design education using ‘Index of Learning Style’ (ILS) and explores the effects of learning styles and gender on the performance scores of design students. The ILS is designed to assess preferences on four scales of a learning style model formulated by Felder and Silverman (1988). The findings indicated that the usual methods of interior architecture education address a well-balanced class position in active/reflective and sensing/intuitive scales, a moderate to strong preference in visual scale and a weak preference in global scale. Furthermore, in the two-way analysis significant effects were obtained between the individual interactions of active/reflective scale with the other three scales when the academic performance score was the dependent variable.en_US
dc.language.isoEnglishen_US
dc.source.titleProcedia Social and Behavioral Sciencesen_US
dc.relation.isversionofhttps://doi.org/10.1016/j.sbspro.2010.03.205en_US
dc.subjectAcademic performanceen_US
dc.subjectDesign educationen_US
dc.subjectGenderen_US
dc.subjectLearning styleen_US
dc.titleThe effects of learning styles and gender on the academic performance of interior architecture studentsen_US
dc.typeArticleen_US
dc.departmentDepartment of Interior Architecture and Environmental Designen_US
dc.citation.spage1390en_US
dc.citation.epage1394en_US
dc.citation.volumeNumber2en_US
dc.identifier.doi10.1016/j.sbspro.2010.03.205en_US
dc.publisherElsevieren_US
dc.identifier.eissn1877-0428


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