Abstract
Learning which starts with birth of human being and continues for a lifelong varies from person to person. It is known that learning style differences is an important factor that affects students’ success which is evaluated by examinations. If a student has high level of test anxiety, he will not get a good grade by choosing wrong answer because of his anxiety and he cannot show expected success level. The most important factor for increasing the success of architecture students who have different learning styles and different level of test anxiety is educating students by finding out differences at their learning styles and level of test anxiety. Therefore, this study aims to determine architecture students’ level of test anxiety and their learning styles. In addition, it is aimed to find out the relationship between learning styles and test anxiety. Besides, the relationship between architecture students’ level of test anxiety and some particular demographical properties (gender, age) are examined. With this context, data were collected from 347 architecture students from Gaziantep University, Zirve University and Hasan Kalyoncu University in 2015-2016 academic year. Learning style Inventory (LSI II) and Test Anxiety Inventory (TAI) were used as an instrument for collecting the data. Percentage and frequency tests, crosstabs and Chi-Square hypothesis tests were performed by using SPSS 17 software. As a conclusion of this study, it is determined that there is a significant relationship between learning styles of architecture students and their test anxiety level.
Highlights
Education is vital for every country in the world and effective education can help boost the development of the country
The particular method of perceiving and processing information is denominated as a learning style (Carter et al, 2000)
People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests (Felder et al 2002)
Summary
Education is vital for every country in the world and effective education can help boost the development of the country. Learning is an inseparable part of education. Organization, and retention of new information are distinctive and consistent for each learner (Chou and Wang 2000; Hsu 1999). The particular method of perceiving and processing information is denominated as a learning style (Carter et al, 2000). Given the almost unlimited variety of job descriptions within architecture, it is safe to assume that students with every possible learning style have the potential to succeed as architects. Numerous reports on the application of learning styles in architecture education found in the pertinent literature clearly show that the benefits of its implementation are significant. Architecture syllabi and the programs of other disciplines should be prepared with consideration for the learning styles of students
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