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Editor-in-Chief: Olujide A. Adekeye, Managing Editor: Edwin O. Agbaike

Abstract


Little or no record of the personality characteristics of the architectural design studio teachers and students has been made in schools, in the world over. This study employed a survey research designs in the architectural design studios of four (4) selected universities in South-West Nigeria. Five hundred (500) architectural students population study, out of which a sample of 498 was drawn while seventy five (75) represent teachers population study, out of which a sample of 49 was drawn, (N=49). Structured questionnaire patterned after Myers-Briggs (MBTI Indicator, 1997-2009) was used. This paper examined the influence of intuitive-sensing personality characteristics of design studio teachers’ and students in the determination of architectural forms and structures. The key findings yielded seven (7) dimensions pedagogic perceptive indices to Life in Architectural Design Studio (iN-intuitive, S-sensing); iN-S1, iN-S2, iN-S3, iN-S4, iN-S5, iN-S6, and iN-S7 across the spectrum. The most significant index in the pedagogic spectrum was iN-S5 across the selected schools (iN= 15.8s, 4.0t; S= 63.4s, 85.7t) with higher sensing but skewed intuition indices for students and teachers respectively. It recommended a controlled engagement of intuition and sensing personality characteristics in fostering design products. This was to enable proficiency and competency rating of teachers, students and professionals in practice.


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