Abstract:

There appears to be widespread difficulty in grasping structural concepts by architecture students. This state of affairs is the motivation for this study aimed at identifying the predictors of learning outcomes in architectural structures. Therefore, this study investigated the predictors of learning outcomes in architectural structures in four universities in Southwest, Nigeria, with a view to identifying ways of improving students’ interest and understanding of the course. Survey research strategy involving random sampling techniques were used in selecting 309 respondents. The data collection instruments were structured questionnaire and interview guide. Data obtained were analysed using descriptive and inferential statistics. The data were analysed using the Statistical Package for the Social Sciences (SPSS) and Categorical Regression (CATREG) analysis was the statistical tool used in investigating the predictor of learning outcomes of the sampled students. The finding reveals that students’ perception of curriculum content (β=0.307), level of interest (β =0.271), visual based instruction (β =0.164), relevance of structures to design studio (β =0.156), learning style (β =0.155) and personality characteristics (β =0.136) emerged as the strongest predictors of learning outcome in structures. Findings from this study imply that optimum learning in structures is contingent on an instructional strategy built around these six predictors.

Keywords:

Learning Outcomes, Architectural Structures, Architecture Students Survey, Nigeria.