Abstract
This study reviewed and analyzed the extroversion-introversion characteristics of teachers and students as well as the implications of interface issues on architectural design studio outcomes. The study engaged a structured questionnaire to collect information from a sample of 546 respondents (both students and staff-teachers/mentors). The study found a difference in design approach of students who preferred acting first before thinking and reflection across selected schools of architecture. It also found a difference in the design outcomes of students who are usually open and motivated by outside world in the selected schools. Moreover, the study discovered a difference in design approach of students who enjoy wide variety and changing relationship in the selected schools. It recommended that the synergy of polar characteristic differences of the students be better engaged by the design 32 studio teachers during training in school to prepare for professional competency in practice. DOI: 10.5901/mjss.2016.v7n2s1p20
Highlights
Personality characteristic is defined as a particular way in which individual thinks, feels, and behaves; embraces a person’s moods, attitudes and opinions, most clearly expressed in interaction with other people.Several articles have featured prominently on the influence of personality types on students and teachers in developed societies (Lawrence, 1984; Schmeck, 1985; Demirbas, 2001; Demirbas, and Demirkan, 2003; Casakin, 2005; Casakin, 2006; Groulx, 2010)
The study intends to find out if: (i) there is a difference in design approach of students who preferred acting first before thinking and reflection across selected schools of architecture, (ii) there is a difference in the design outcomes of students who are usually open and motivated by outside world in the selected schools, (iii) there is a difference in design approach of students who enjoy wide variety and changing relationship in the selected schools
This paper submits that ‘there is a difference in the design approach of students who preferred acting first before thinking and reflection and; the one who prefer thinking and reflection before acting across the selected schools of architecture
Summary
Personality characteristic is defined as a particular way in which individual thinks, feels, and behaves; embraces a person’s moods, attitudes and opinions, most clearly expressed in interaction with other people. Dermibas and Dermikan (2003) examined the implications of learning style preferences on student performance during the design process and found statistically significant differences between the performance scores of students with diverse learning styles at different stages of the design process. These investigators according to Casakin and Miller, (2008) indicate that the scores of students with different learning styles increased at the end of the design process. It could be observed that examining the personality characteristics of students and teachers in relation to Architectural design studio has been relatively ignored in literature in Nigerian context. The study proceed in the following order: introduction, literature review, methodology, findings and recommendations
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