An Analysis on Learning Styles and Personality Types of Students in the Techniques of Architectural Presentation Course

Sep 17, 2026

Uploaded by William

Architectural education requires continual curriculum updates that account for student characteristics such as learning style. This study evaluates first-year architecture students’ learning styles in relation to success in the “Techniques of Architectural Presentation” course and examines links between learning style, gender, and the course curriculum. Kolb and Briggs Myers inventories were used. Diverging learners comprised the largest group, while gender, course success, and Kolb learning style showed no significant relationship. MBTI results indicated significant gender-based score differences in Intuition, Feeling, and Perception; higher 3D-study success supports integrating 3D applications into syllabi.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Keywords

Introduction

The Learning Styles and Personality Types

An Analysis on Learning Styles and Personality Types of Students in the Techniques of Architectural Presentation Course Saliha TÜRKMENOĞLU BERKAN 1 *, Saniye KARAMAN ÖZTAŞ 2 ORCID 1: 0000-0001-5432-7576 ORCID 2: 0000-0003-1955-0013 1 Gebze Technical University, Faculty of Architecture, Department of Industrial Design, 41400, Kocaeli, Türkiye. 2 Gebze Technical University, Faculty of Architecture, Department of Architecture, 41400, Kocaeli, Türkiye. * [e-mail](e-mail: salihaberkan@gtu.edu.tr)[: salihaberkan@gtu.edu.tr](e-mail: salihaberkan@gtu.edu.tr) Abstract Determining the learning styles of the students in the process of constructing curricula is significant for the development of architectural education. This study aimed to evaluate the relationship between the learning style of first-year architecture students and their successful performance in "The Techniques of Architectural Presentation " course and to discuss the relationship between learning styles-gender and learning styles-course curriculum. Kolb and Briggs Myers learning style inventories were used in the study. It was determined that the students with a diverging style had a large share of participants, and no significant relationship was established between gender, course success, and Kolb’s learning style. According to the MBTI inventory, it was determined that the differences in the mean scores of the students' genders in the "Intuition", "Feeling," and "Perception"profiles were significant. An increase in success rate in 3D studies indicates the importance of the development of syllabi with 3D applications. Keywords: Architecture education, learning styles, personality types, Kolb, Briggs Myers. Mimari Anlatım Teknikleri Dersinde Öğrencilerin Öğrenme Stilleri ve Kişilik Tipleri Üzerine Bir Analiz Öz Öğrencilerin öğrenme stillerinin ders müfredatının oluşturma sürecinde belirlenmesi mimarlık eğitiminin gelişimiaçısından önemlidir. Bu çalışma birinci sınıf mimarlık öğrencilerinin öğrenme stili ile “Mimari Anlatım Teknikleri”dersindeki başarı performansı ilişkisinin değerlendirilmesini; öğrenme stilleri-cinsiyet ile öğrenme stilleri-dersin müfredatı arasındaki ilişkinin tartışılmasını amaçlamıştır. Çalışmada Kolb ve Briggs Myers öğrenme stilienvanterleri kullanılmıştır. Değiştiren stiline sahip olan öğrencilerin büyük paya sahip oldukları, ve cinsiyet, ders başarısı ve Kolb öğrenme stili arasında anlamlı bir ilişki kurulamadığı tespit edilmiştir. Briggs Myers envanteri öğrencilerin cinsiyet faktörü bağlamında değerlendirildiğinde “Sezgisel”,“Hisseden” ve “Algılayan” profillerindeki puan ortalamaları arasında anlamlı farklılıklar saptanmıştır. Üç boyutun dahil edildiği çalışmalarda başarı oranının artması ders izlencesinin üç boyutlu uygulamalar ile geliştirilmesinin önemini belirtmektedir. Anahtar kelimeler: Mimarlık eğitimi, öğrenme stilleri, kişilik tipleri, Kolb, Briggs Myers. Citation: Türkmenoğlu Berkan, S. & Karaman Öztaş, S. (2023) . An analysis on learning styles and personality types 1. Introduction Architecture education in the changing-transforming environment, as in other fields, requires updating. The structure of architectural education is influenced by variables such as curricula, teaching environments, changing technological and socio-cultural environments, and related professional dynamics, and student, and teacher characteristics. Student characteristics include variables such as age, gender, intelligence type, and learning style. Hemdan, Taha & Cherif (2023) state that students'performance depends on the school characteristics, educator’s influence, and students’ attributes which include personality and abilities. Understanding individual differences will help architecture education and educators improve design teaching techniques and help students improve themselves and achieve their goals. While students need to identify their own learning needs, it is also the responsibility of the university to recogni

FAQs

What was the study’s primary goal regarding learning styles in architectural education?

To evaluate the relationship between first-year students’ learning styles and their success in the “Techniques of Architectural Presentation” course, and to discuss how learning styles relate to gender and the course curriculum.

Which learning style inventories were used in the research?

Kolb and Briggs Myers learning style inventories were applied to the students and analyzed together with homework evaluations and course success.

What did the results show about the relationship between gender, course success, and Kolb learning style?

No significant relationship was found between gender, course success, and Kolb’s learning style.

How do the findings inform curriculum development for the course?

The study suggests that improving success in 3D-related work highlights the importance of developing syllabi that include 3D applications.

Sep 17, 2026

Uploaded by William