Assessment of Revolutionary Pedagogic Practices in the Architectural Design Studios of Selected Nigerian Universities
No Thumbnail Available
Date
2018-08
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Civil Engineering and Technology
Abstract
Over the years, there has been a strong criticism against traditional pedagogic
practices in architectural design studio education practices. Consequently, several
pedagogic approaches have been engaged consciously and unconsciously by different
design studio teachers. Along these Chronicles of investigations, little or no empirical
record-data has been documented in these regards. Therefore, this study carried out a
spectral investigation of Ten (10) revolutionary pedagogic models as didactically
practiced in four(4) selected universities in Nigeria. The research methodology
employed a survey research design strategy and the primary data were sourced using
questionnaires, observations, focus group, and oral interviews. The secondary data was
sourced from the literature, archives and other record types. Also, the sampling frame
consisted of the design studios, students and teachers in the selected design studios; the
unit of analysis was obtained for the teachers and students, design studios of year three
(3), four (4) and MSc levels. A multi-stage stratified purposive sampling technique was
adopted. Questionnaire responses were analysed using SPSS while content analysis was
used for the interviews and observations. The results revealed across the four schools
that: participatory pedagogic model had most dominant characteristics within the
pedagogic spectrum of these schools. OAU had the most dominant characteristics in
revolutionary pedagogic practices than other three schools. Further in-depth
revelations showed another layer of dominant characteristics in analogical model by
CU teachers and students; while LAUTECH had inherent characteristics in these
models. In terms of the teachers and students, this study established that the pedagogic
practices employed in these schools behaved differently in the significant indices across
the four selected schools. The parametric indices of revolutionary pedagogy as recorded in these findings can be optimized as valid data and pedagogic applications
in the Teachers’ instructional guides, Studio Culture policy and Implementation
strategy manual, and other forms of Curriculum applications perquisites to the
revolutionary architectural education and practice in the society