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.