The Pedagogy Of Architectural Structures In Selected Universities In Southwest, Nigeria

ABSTRACT

The general perception of structures by architects and students suggests that there is a need for a rethink on the approaches to the teaching and learning of the course in the schools of architecture. Therefore this study investigated the teaching and learning of 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 was used in selecting 288 students and faculty. The data collection instruments were structured questionnaire and interview guide. Data obtained were analysed using descriptive and inferential statistics. The data from the interview were analysed using content analysis. The result shows that the current traditional sequence of the structures curriculum was isolated from the architectural design process. It was also found that the teaching approaches placed more emphasis on structural analyses that promote structural literacy than on structural behaviour, which engenders structural competence. Further, it was observed that the use of Information and Communication Technologies (ICTs) in the teaching and learning of structures was low in the four universities sampled. The regression model revealed 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 the learning outcomes in structures. This implies that optimum learning in structures is contingent on an instructional strategy built around these six predictors. The findings also imply that for a better understanding of structural behaviour, there is a need for curriculum review with emphasis on design studio-oriented approach and adoption of digital technologies in the teaching of structures. In addition, the study implies that the adoption of visuo-spatial thinking and visual communication strategies in contrast to mathematical thinking and numeric communication strategies currently in use in teaching structures in the study area is critical to improving and sustaining architecture students’ interest in and understanding of structures as a course.