The Pedagogy of Engagement: A study of architecture students learning experience in community partnership

Ng Foong, Peng and Sivaraman, Kuppusamy and Sucharita, Sriangam and TamilSalvi, Mari (2018) The Pedagogy of Engagement: A study of architecture students learning experience in community partnership. In: Seventh International Conference on Advances in Social Science, Management and Human Behaviour-SMHB 2018, 18-19 August,2018, Kuala Lumpur, Malaysia.

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Abstract

Architecture education, have not changed over years, and this would be its greatest fear. Current teaching pedagogies in architecture education have been criticized by academia, industry and public as the graduates are unable to meet the society and industry demands. Architecture instructors often pay more attention to physical models and drawing produced by students rather than the students experience of real life engagements with external communities.Moreover, the students hardly experience the real life projects thus their learning experiences are limited. Various literatures have reported on students enhanced learning experiences in academic service-learning projects with real community partnerships. However, there are fewer published studies on architecture students learning experience using servicelearning.Therefore, this study addresses the gap in the literatures as it examines the architecture students learning experience using the service-learning pedagogy in forming community partnerships while achieving the academic learning outcomes. The study uses a quantitative method of descriptive approach with survey design. Collected data is analyzed using Descriptive and Inferential statistics. The respondents for this study were year two (2) and year three (3) architecture students from two (2) private higher education institutions in Klang Valley, to offer a variety of perspectives. The respondents included students who have taken modules with service-learning projects and those who have taken the same module without the service-learning projects. Findings from the study showed that the total mean score for service learners is higher (M = 3.75, SD = 0.87) compared to non-service learners (M = 1.21, SD = 0.47). Further analysis revealed a moderate positive strength of relationship and significance enhancement of learning experience for service learners while the findings for non-service learners revealed a very weak positive strength and non-significance in enhancement learning experience. Therefore, the study suggest that service-learning pedagogy enhances students learning experiences and nurtures commitment towards community.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Learning experience; architecture; service-learning; community;partnership
Depositing User: Mr. John Steve
Date Deposited: 07 Mar 2019 15:34
Last Modified: 07 Mar 2019 15:34
URI: http://publications.theired.org/id/eprint/78

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