Architecture student’s learning styles: a comparison between continuous Bachelor and discontinuous Bachelor Degree in Universities of Hamedan province

In the definition of education, it can be said that the professional activities of the teacher are called "education". It is said that the set of activities and efforts are made to clarify the topic of learning that is planned by the trainer and that there is an interaction between the trainer and the trainer or the recipients. Recognizing and understanding different learning styles is an important factor in improving the learning process and preventing talents and aptitudes from declining and wasting away. On the other hand, coordination between the learner and the teacher through various learning styles and educational plans can boost the training and help the learner with his/her educational achievements. This aim of this study was to investigate and compare the different learning styles of two academic groups, namely the students of continuous undergraduate program (4-year bachelor) and the students of discontinuous undergraduate program (2-year associate+2-year bachelor), in the field of architecture in the universities of Hamedan Province based on academic performance and gender. These universities included the state universities (Bu-Ali Sina and Malayer), the branches of Islamic Azad University Hamedan, Malayer, Bahar and Asadabad Branchs and the private universities (Science and Culture University, Civil & Tosee and Hegmataneh) which were active during academic year 2017-2018. The methodology was causal-comparative. Questionnaires (Kolb’s LSI) were used for collection of the required data and the chi-squared test was used for analysis of the collected data. Statistical operations were performed on a total number of 309 persons and 19 individuals exited the sample population. Then, the questionnaires were redistributed in a number of universities to improve the quality of the study. SPSS software was used for analysis of the data collected via the questionnaires. Pearson correlation test was used to examine the relationship between the components of learning styles questionnaire. The results of Pearson correlation test showed a significant relationship between the components of learning style. Also, the average score of the educational units passed by the students was decided to comprise the academic performance index. The results indicated that the assimilation learning style had the highest (31.7%) frequency and the divergent learning style had the lowest (15.9%) one. Also, a significant difference was found between the learning styles of the students of continuous and dissentious BS programs as well as between the learning styles of different universities. The students of continuous undergraduate program had the highest frequency in the assimilation learning style and the lowest in the divergent learning style. On the other hand, the students of discontinuous undergraduate program had the highest frequency in the accommodation learning style and the lowest in the divergent learning style. However, no significant difference was found between different genders and students. Based on the results, it is recommended that different subsidiary courses and curricula be designed and implemented in the undergraduate program to help motivate students and improve their talents and a more comprehensive introduction be offered to applicants prior to entering the field of architecture to better familiarize them with the artistic aspect.