A latitudinal evaluation between the learning styles and modes of the students in interior architecture education and the YKS score types

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dc.contributor.authorÖzsırkıntı Kasap, Handan
dc.contributor.authorTürkmen, Anday
dc.contributor.authorAksoy Özler, Kübra
dc.contributor.authorTayilga, Gamze
dc.date.accessioned2025-02-20T06:45:53Z
dc.date.available2025-02-20T06:45:53Z
dc.date.issued2024
dc.departmentFakülteler, Mimarlık ve Tasarım Fakültesi, İç Mimarlık ve Çevre Tasarımı Bölümü
dc.description.abstractThe objective of this study is to investigate the relationship between the Higher Education Examination Score Types and Kolb Learning Styles of undergraduate students enrolled in the “Interior Architecture” and “Interior Architecture and Environmental Design” programmes, which accept students with diverse score types. In this context, a hypothesis was formed based on the difference between the score types and learning styles of students admitted to the Department of Interior Architecture with a numerical score type and students admitted to the Department of Interior Architecture and Environmental Design with an equal weight score type. A comparative relational survey model was selected to test the hypothesis. The study population consisted of foundation universities in Istanbul. In the 2021-2022 academic year, there were students enrolled in undergraduate programmes in interior architecture (and environmental design) at 34 foundation universities in Istanbul. The sample comprises 166 undergraduate students enrolled at Maltepe University’s Department of Interior Architecture and Istanbul Gedik University’s Department of Interior Architecture and Environmental Design. In the context of quantitative research, the convenience sampling method, one of the random sampling types, was employed to collect data. The Kolb Learning Style Inventory was employed to ascertain the learning styles of the students. The findings of this study indicate that there is no significant difference between the learning styles of students at Maltepe University and Istanbul Gedik University, thereby supporting the research hypothesis.
dc.identifier.doi10.58278/0.2024.68
dc.identifier.endpage701
dc.identifier.issn2564-7474
dc.identifier.issue3
dc.identifier.scopus2-s2.0-85217538872
dc.identifier.scopusqualityN/A
dc.identifier.startpage687
dc.identifier.urihttps://doi.org/10.58278/0.2024.68
dc.identifier.urihttps://hdl.handle.net/11501/2066
dc.identifier.volume21
dc.indekslendigikaynakScopus
dc.institutionauthorTürkmen, Anday
dc.institutionauthorid0000-0001-5922-1236
dc.publisherIstanbul Teknik Universitesi, Faculty of Architecture
dc.relation.ispartofA/Z ITU Journal of the Faculty of Architecture
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectInterior Architecture Education
dc.subjectLearning Modes
dc.subjectLearning Styles
dc.titleA latitudinal evaluation between the learning styles and modes of the students in interior architecture education and the YKS score types
dc.typeArticle

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