The Impact of Studio-based learning on Metacognition and Design Ability of Architecture Students - Action Research

Proper training can put design learners in the right direction. It also enhances the power of drawing. Objective of this study was the effectiveness of architectural studio-based learning on increasing drawing power and metacognition abilities of students. This research seeks to answer these questions: Can architectural studio-based learning increase student design ability? Can architectural studio-based learning increase metacognition abilities? The method of this research was a quasi- experimental design with pre-test, post-test based on action research. The population was all students from Azad Islamic University of Hamedan in Architecture Studio course. To do research was used from metacognition test in four dimensions: Awareness, Cognitive Strategy, Planning and Check yourself and from Drawing test. The students randomly (15 person in each group) assigned to the experimental group and control group. Used experimental methods After Group of Eight meeting them and also used from Kolmogorov- Smirnoff test and Leven test for presumption calculation and for Hypothesis analysis from MANOVA. Results showed that architectural studio-based learning have been effective in increasing designing power and there are significant differences between the two groups. Also Results of this research indicated the importance of architectural studio-based learning on metacognition abilities in four dimensions: Awareness, Cognitive Strategy, Planning and self-evaluation. In addition, Architectural training based on studios can increase power of drawing in Architecture students and also can help to these students in presentation designing and drawing. Although most of the learning problems is reason of cognition disabilities in students. architectural studio-based learning is one of the cognition strategies that can influence on cognition ability and analytical; and lead to academic achievement.