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      • Faculty of Art, Design And Architecture
      • Department of Interior Architecture and Environmental Design
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      Learning styles of design students and the relationship of academic performance and gender in design education

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      Author
      Demirbas, O .O.
      Demirkan, H.
      Date
      2007-06
      Source Title
      Learning and Instruction
      Print ISSN
      0959-4752
      Electronic ISSN
      1873-3263
      Publisher
      Elsevier
      Volume
      17
      Issue
      3
      Pages
      345 - 359
      Language
      English
      Type
      Article
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      Abstract
      The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in assimilating and converging groups. Further study indicates that the first and third groups were found to be more balancing while the second group being mostly a southerner. The learning style preferences did not significantly differ by gender in all three groups. Although there is no consistency in all three groups, results indicate that the performance scores of males were higher in technology-based courses, whereas scores of females were higher in artistic and fundamental courses and in the semester academic performance scores (GPA). Also, it was found that the performance scores of converging and diverging students differed significantly in favor of converging students only in design courses. In design education, instructors should provide a strategy that is relevant to the style of each learner in design studio process.
      Keywords
      Design education
      Experiential learning
      Learning styles
      Permalink
      http://hdl.handle.net/11693/48592
      Published Version (Please cite this version)
      https://doi.org/10.1016/j.learninstruc.2007.02.007
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