Development and Evaluation of Interior Design Studio Teaching Modules

Abstract

The major purpose of this study was to develop and evaluate teaching modules for selected fundamental skills in the interior design profession. This research includes two experiments. A nonequivalent control group design was used to evaluate the modules in relation to students' aesthetic perceptual ability (Exper iment I). A pretest‐posttest control group design was used to compare two teaching modes in relation to students' spatial perceptual ability (Experiment II). Forty‐six design students and 16 nondesign students were used for Experiment I, while the same 46 design students were used for Experiment II. The major hypotheses stated that there would be no significant differences between the experimental and control groups in changed aesthetic perceptual ability (Exper iment I) and in changed spatial perceptual ability (Experiment II). Results indicate that there was a significant difference in changed scores of Art Judgment test between the experimental and the control group in Experiment I and that the developed teaching modules were effective in improving students' aesthetic per ception in relation to perceived importance, interest, and achievement satisfac tion as intervening variables, and that there was not a significant difference in changed scores of spatial perception test between the two experimental groups using the two teaching modes in Experiment II.