Evaluation of learning methods in architecture design studio via analytic hierarchy process: a case study

Abstract

ABSTRACT The architecture design studio is a complex pedagogical space and constantly evolving practice that aims to train students in a wide range of skills. The complex nature of the studio makes it a challenging topic to approach as a whole and requires a method that can address its multitude of dimensions all at once. This study explores an adaptation of the Analytic Hierarchy Process (AHP) in evaluating the effectiveness of four learning mediums embedded in architecture studio pedagogy: critiquing (crit), jury, peer learning, and self-learning. A set of four main criteria and twelve sub-criteria were extracted from the program’s learning outcomes to create the hierarchy table. Each criterion/sub-criterion was compared to each of the other criteria using a pair-wise comparison survey. The survey was conducted among fourth-year students and teachers in a department of architecture in Cyprus. The results indicate a complex set of minor differences between students’ and teachers’ responses. The students’ over-dependency on crit as their medium of choice for learning is among the notable findings of the study. Furthermore, the potential for utilizing AHP to develop more comprehensive models for architectural pedagogy is highlighted.