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

Abstract

The 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.