Authors :
Salawu Malik Olajide; Owhin Lateef Adejoke; Davies Comfort Kowoforaola; Titus Tope; Okunade Boluwatiwi Bishop; Fadeyi Ayomipo Akintunde
Volume/Issue :
Volume 8 - 2023, Issue 4 - April
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://t.ly/2Mpj
DOI :
https://doi.org/10.5281/zenodo.8281079
Abstract :
This study aims to understand the relationship
between "Performances of Students of Architecture in
Architectural Design Studio and their Gender" through
the use of the Learning Combination Inventory, which
was randomly administered to approximately 300 Bells
University of Technology Students of Architecture,
including both undergraduates and postgraduates, using
parametric and non-parametric statistical tests. Data
obtained utilising the four processing patterns-technical,
sequential, exact, and confluent processes-showed that
male students outperformed their female counterparts in
the studio while using the Technical and Confluent
Process. Gender identity differences were examined
using Bem's gender schema, revealing that male students
outperformed female students in both technical and
confluent processes. According to these findings, male
and masculine students were more creative than female
and feminine students. The findings, as well as potential
strategies for improving female students' creativity, were
thoroughly examined.
This study aims to understand the relationship
between "Performances of Students of Architecture in
Architectural Design Studio and their Gender" through
the use of the Learning Combination Inventory, which
was randomly administered to approximately 300 Bells
University of Technology Students of Architecture,
including both undergraduates and postgraduates, using
parametric and non-parametric statistical tests. Data
obtained utilising the four processing patterns-technical,
sequential, exact, and confluent processes-showed that
male students outperformed their female counterparts in
the studio while using the Technical and Confluent
Process. Gender identity differences were examined
using Bem's gender schema, revealing that male students
outperformed female students in both technical and
confluent processes. According to these findings, male
and masculine students were more creative than female
and feminine students. The findings, as well as potential
strategies for improving female students' creativity, were
thoroughly examined.