Author(s)

Gülden Gümüşburun Ayalp, Neslihan Özdemir

Architecture Department, Architecture and Design Faculty, Zirve University, Gaziantep, Turkey.

Learning which starts with birth of human being and continues for a lifelong varies from person to person. It is known that learning style differences is an important factor that affects students’ success which is evaluated by examinations. If a student has high level of test anxiety, he will not get a good grade by choosing wrong answer because of his anxiety and he cannot show expected success level. The most important factor for increasing the success of architecture students who have different learning styles and different level of test anxiety is educating students by finding out differences at their learning styles and level of test anxiety. Therefore, this study aims to determine architecture students’ level of test anxiety and their learning styles. In addition, it is aimed to find out the relationship between learning styles and test anxiety. Besides, the relationship between architecture students’ level of test anxiety and some particular demographical properties (gender, age) are examined. With this context, data were collected from 347 architecture students from Gaziantep University, Zirve University and Hasan Kalyoncu University in 2015-2016 academic year. Learning style Inventory (LSI II) and Test Anxiety Inventory (TAI) were used as an instrument for collecting the data. Percentage and frequency tests, crosstabs and Chi-Square hypothesis tests were performed by using SPSS 17 software. As a conclusion of this study, it is determined that there is a significant relationship between learning styles of architecture students and their test anxiety level.

Learning Style Inventory (LSI II), Architectural Education, Test Anxiety Inventory (TAI)

Ayalp, G. and Özdemir, N. (2016) Relationship between Test Anxiety and Learning Styles of Architecture Undergraduates. Creative Education, 7, 364-375. doi: 10.4236/ce.2016.72036.