Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.583439
Title: Relationship between cognitive style and a student's performance in architectural design education
Author: Roberts, Andrew Simon
ISNI:       0000 0001 2434 1203
Awarding Body: Cardiff University
Current Institution: Cardiff University
Date of Award: 2004
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Abstract:
This research consists primarily of a longitudinal study into the relationship between the cognitive styles of three cohorts of architecture students and their performance in design project work. The research has adopted a subset of learning styles theory, that of 'cognitive styles', referring to inbuilt and relatively fixed personality factors that can lead to individual differences in thinking and learning. Specifically, it addresses the Wholist-Analytic and Verbaliser-Imager dimensions of cognitive style as defined by Riding and Cheema (1991). Cognitive styles were measured using Riding's Cognitive Styles Analysis (CSA) (Riding 1991). The students' performance was measured through their assessment grades at key points as they progressed from the first year of their university education to the third. The quantitative data collected during the longitudinal study has been supported by qualitative data derived from student interviews. The results were also related to the students' pre-entry qualifications as well as a measure of spatial ability. The findings suggest that there may be a link, particularly related to the Wholist-Analytic dimension as measured by Riding's Cognitive Styles Analysis. Students who are labelled as having Analytic cognitive styles tend to gain higher marks for design than other students in the early years of their education. Nevertheless by the time they reach the third year of their course, cognitive styles appear to demonstrate little effect on the students' performance. The findings also suggest that an alternative measure of this dimension, the Approaches to Studying Inventory may not be suitable for architecture students. The results also suggest that there is little difference in performance between students who are labelled Imagers and Verbalisers. Neither do the results suggest that spatial ability or entry qualifications form good predictors of final performance in architectural design education.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.583439  DOI: Not available
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