University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
PERFORMANCE OF UC STUDENTS IN ARCHITECTURAL
DESIGN COURSES
Virgilio E. Villanda, MS Arch
Nicanor K. Latogan, MS Arch
Robert V. Romero, BS Arch
ABSTRACT
The study dealt on the performance of BS Architecture students of the University of
the Cordilleras in the different architecture design courses or subjects offered during the 3rd
Trimester, S.Y. 2004-2005 to the 3rd Trimester, S.Y. 2006-2007. Performance was
measured in terms of frequency and percentage of students passing, failing, and dropping
the subject as well as those who obtained incomplete grades. Using descriptive method with
questionnaire and documentary analysis as means of data gathering, it was revealed that
Site Development, Planning and Landscaping (AR 321) was the course failed most by the
students while Creative Design in Architectural Interiors (AR 221) was the subject mostly
dropped by the students. Also, it was shown in the findings that it is in the subjects Design of
Complex Structures (AR 411) and Thesis Research Writing (AR 421) that the students
obtained incomplete grades the most.
I. INTRODUCTION
The architectural design course in the University of the Cordilleras is a 10-trimester
sequential program. These are considered synthesizing subjects where the students are
given the opportunity to find solutions to architecture-related problems involving the built
environment. It is essential that the students be trained to adopt a conceptual approach to
architectural design by providing them the skills to translate programs and develop the
solutions to completion.
Architecture is the art, science or profession of planning, designing and constructing
buildings in their totality taking into account their environment, in accordance with the
principles of utility, strength and beauty. An “architect” is a person professionally and
academically qualified, registered and licensed under this Act with a Certificate of
Registration and Professional Identification Card issued by the Professional Regulatory
Board of Architecture and the Professional Regulation Commission, and who is responsible
for advocating the fair and sustainable development, welfare and cultural expression of
society’s habitat in terms of space, forms and historical context (CHED No. 61 series of
2006).
Modern learning in architecture is enormously changing, but its foundations are still
hinged on the learner, the teacher and facilities and equipments. As architecture students
University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
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enrollment continues to increase, meeting the instructional needs of the students is
paramount. Serving students should include investigating curriculum structure as well as
different teaching style preferences. Researchers can turn to learning theories for a
foundation from which to develop their studies.
Academic performance is claimed to be an index of learning. Etulle (1995) defined
academic performance as that which refers to knowledge acquired and skill developed as
indicated by the grade computed and evaluated by the teacher. Moreover, Belsa (2000)
defined academic performance as a measured performance of an individual in school
brought about or as a result of his intelligence which includes ability to think and reason out,
to analyze and solve problems, memory and perceptual speed. In this study, academic
performance is defined in terms of the percentage of students who incurred an incomplete
grade and those who passed, failed, or dropped the subject.
A lot of studies were already conducted to identify factors that influence academic
performance. These researches revealed that academic performance is not only a product
of intelligence but also other factors found in the environment. Segnaben (1996) noted that
academic performance is brought about by the interplay of different factors including
intelligence, habits, motives, attitudes and personality.
Basaen (1991) in her study concluded that there is a significant relationship between
need for achievement and academic performance among students. Her findings showed
that both achievement motivation and intelligence influence the level of academic
performance; hence, both potential and effort are related to one’s academic achievement.
The Architecture Design courses of UC are: Introduction to Design (AR 131),
Creative Design Fundamentals (AR 211), Creative Design in Architectural Interiors (AR
221), Space Planning 1 (AR 231), Site Development Planning and Landscaping (AR 321),
Community Architecture and Urban Design (AR 331), Design of Complex Structures (AR
411), Thesis Research Writing (AR 421) and AR 431 (Thesis Research Application).
It was the purpose of this study to determine the performance of the students in the
different architectural design subjects and the status of the architectural design subjects as
to the availability of the facilities with reference to the policies, standards, and guidelines for
the BS Architecture program. Moreover, it also sought to determine the perception of the
students on the extent of adequacy of these facilities.
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ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
54
II. METHODOLOGY
The descriptive-survey method was adopted using document-analysis and the
questionnaire to gather data. Report on grades from the 3rd Trimester, S.Y. 2004-2005 to 3rd
Trimester, 2006-2007 were taken from the Office of the Registrar and the Office of the dean
of the College of Engineering and Architecture. Furthermore, those who responded to the
questionnaire were 74 BS Architecture students of UC distributed according to year level as
follows: 2nd year -32; 3rd year-29; and 4th year-13. Frequency percentage, and weighted
mean were used to statistically treat the data.
III. RESULTS
The status of students’ performance is presented and analyzed based on frequency and
percentage of students failing and dropping the subject. Moreover, the frequency and
percentage of students who obtained incomplete grades are also included.
Design Subjects Commonly Failed by Students
Failing Grade refers to the rating obtained by a student who did not pass the subject.
Table 1 presents the ranking of regular architectural design subjects commonly failed by the
students.
It is revealed that AR 321 followed by AR 311, AR 221 and AR 211 have the highest
percentage of students who failed the subject. AR 321 is a third year design subject that
deals on the study of natural and the built environment, green architecture, sustainable
architecture, design & disaster mitigation, topographical considerations in design, geological
considerations in design, seismological considerations in design, and introduction to the
fundamentals of landscaping, while AR 311, a prerequisite of AR 321, is intended to make
the students learn more complex architectural forms emphasizing on the development and
manipulation of the site through proper orientation and manipulation, and basic architectural
relationships with the environment and designing spaces for the various human behaviors.
The students’ deep understanding of the design exercises in this junior design level has
direct relationship to his previous related subjects such as, theory of architectural designs,
building laws and other related subjects. AR 221 analyzes space requirements through
climatological, ecological, solar & wind considerations, day lighting to design, basic to
complex space programming, basic proximity matrices, complex space programming, and
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University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
Table 1. Average Percentage and Rank Distribution of the Design Subjects Failed
by the Students
Subject
Average % of Students
Rank
Who Failed the subject
AR 131
25.43
4
AR 211
18.57
5
AR 221
43.85
3
AR 231
16.67
6.5
AR 311
66.67
2
AR 321
78.34
1
AR 331
16.67
6.5
AR 411
0.00
9.5
AR 421
0.00
9.5
AR 431
13.26
8
detailed proximity matrices.
AR 211 a prerequisite of AR 221 covers anthropometrics,
modular coordination, functional relationships and activity circuits including basic design
techniques and tools.
Failing in these design subjects is due to the level of complexity of architectural
design problems given by their respective instructors. But the design problem given to the
students do not rest on complexity alone. When a design problem is given, it consists of
problem criteria as to its conditions and limitations, into which the student will work out the
solution of the problem translated into 2 or 3 dimensional presentations.
The design
solution developed by the student from the given problem has something to do with a good
foundation from the related subjects he has taken. An example of a problem topic in AR 321
is on the development and manipulation of the site through proper orientation and
manipulation. In this case, the student should have good grasp of the subject matter on
Tropical Design, a second year lecture subject. Anthropometrics, space programming,
matrices are all comprehensively discussed in the Theory of Architecture. That is why
architectural design problems in any particular year level are only applications of the related
subject matter taken in other architecture courses
Design Subjects Commonly Dropped by Students
Dropped mark is given to a student who stopped attending the subject officially or
unofficially. Table 2 presents the average percentage of student dropping the design
subjects with the corresponding rank.
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University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
It is shown that AR 221 followed by AR 231, AR 131 and AR 311 have the highest
percentage of students dropping the subject. AR 221 is a second year design that covers
anthropometrics, modular coordination, functional relationships and activity circuits including
basic design techniques and tools. AR 231 deals with construction materials and systems as
design considerations, relation of form to structure, utility systems as design consideration,
indigenous building technologies and their influence to
Table 2. Average Percentage and Rank Distribution of the Design Subjects Dropped by
the Students
Subject
AR 131
AR 211
AR 221
AR 231
AR 311
AR 321
Average % of Students
Who Failed the subject
12.50
10.00
20.00
12.78
12.50
6.67
Rank
3.5
5
1
2
3.5
6
design, new building technologies, and adaptive reuse and restoration. AR 131 is the first
architectural design subject that the student will enroll in the BS Architecture program. This
course deals on design fundamentals involving basic creative design exercises with
emphasis on space, form and mass. For better understanding of the design problems, the
student should have finished or is simultaneously enrolled in a subject matter on Theory of
Architectural Design. AR 311 is a subject that deals on design exercises stressing the
analysis of space requirements based on organizational structure, functional set up, human
behavior and to focus on linkages and interaction to spaces. The students’ deep
understanding on the particular design exercises in this junior design level is dependent on
a good grasp of the theory of architectural designs, building laws and other related subjects
for him to be able to arrive at a good conceptual design.
The student’s dropping his or her enrolled architectural design subject varies in time
and reason. There is no known pattern when the student will drop his subject.
Some
students do not attend a single meeting while others drop within the term. Based on the
findings, dropping an architectural design subject is less frequent when compared to
students failing the subject. However, this finding should not be ignored. Two of the most
common reasons why students drop their architectural design subjects are : (1) complexity
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University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
of architectural design problems and poor foundation of related subjects– students think that
the given design problem is not within their level of mental competence hence they become
disinterested and eventually drop the subject; and (2) personal reasons such as financial or
family problems.
Mendoza (2003) averred that a student who is interested in what he is doing leads
him to purposeful activity. Gregorio (1976) also claimed that educators are in agreement that
students learn best when they are interested in what they are doing. It is very important,
therefore, for the educators as well as the administrators to sustain the interest of the
student in his or her studies. A sustained interest can minimize the probability of the student
dripping or failing the subject.
Students Obtaining Incomplete Grades in the Design Subjects
Incomplete is the notation placed on the report on grades if the student failed to take
the final examination. A mark of “incomplete” is given to the student but such “incomplete”
grade should be removed or completed within one month from the last day of the final
examination period (UC Handbook). However, in architecture subjects, an “incomplete”
grade may also be given to students who failed to submit major requirements such as
plates, scale models, or research works.
Table 3 reveals that AR 411, AR 421 followed by AR 311, and AR 331 are the
subjects with the highest percentages of students who obtained incomplete grades. In fact,
in AR 411 and AR 421, all the students enrolled in subjects were given “incomplete” ratings
for failure to submit requirements on time. AR 411 deals on design exercises
Table 3. Average Percentage and Rank Distribution of the Design Subjects where
Students Commonly Incur Incomplete Grades
Subject
AR 131
AR 211
AR 221
AR 231
AR 311
AR 321
AR 331
AR 411
AR 421
AR 431
Average % of Students
Who Incurred Incomplete
Grade
14.22
16.07
53.85
45.45
81.25
20.00
55.56
100.00
100.00
52.84
Rank
10
9
5
7
3
8
4
1.5
1.5
6
University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
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giving emphasis to process and development of building structures, utilities, laws, structural
concepts and ecological planning, while AR 421 involves design exercises stressing the
importance of collaboration in solving architectural problems; preliminary research and
studies for the terminal project. It can be seen from the preceding course description that as
the design subject changes, different undertakings are needed to further elaborate the
problems through lectures, demonstrations and other means of gathering relevant
information. The elaboration of the design problems through lectures and demonstrations
covers pertinent subject matters within the given problem only. Moreover, this is the time
when the student utilizes his good foundation from the related subject matter being
discussed. The means of gathering relevant data or information come in different forms, like
library or field survey. Through this information, the full understanding of the student on the
problem at hand is enhanced. Good foundation of related subjects and gathering of relevant
information normally results to good design solution. The more complex the design
requirement is, the more data and time are needed to finish the design. Because of its
intricate requirements, a student cannot usually complete a design on the given time
requirement, which eventually results to his or her obtaining an “incomplete” grade in the
subject.
Availability and Adequacy of Facilities and Equipment for the BS Architecture
Program in the University
The status of the architectural design subjects is presented and analyzed based on
the availability of facilities in the university with reference to the policies, standards, and
guidelines for the BS Architecture Program.
Aside form the lecture rooms; there are four (4) studio rooms which are presently in.
use. Table 4 indicates that the maximum capacity for design and studio class is only 30
students’ way below the set standard. Rooms S-414 and S-415 are not within the PSG net
ratio facility of 2.00 students per square meter.
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University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
Table 4. Capacity, Room Area, and Net Ratio of UC Architecture Design and
Studio Rooms
Design and Studio
Rooms
S – 322
S – 413
S – 414
S – 415
Capacity
Room Area
(s.m.)
Net Ratio Facility per
Student
60.52
57.50
47.00
58.17
2.09
2.05
1.95
1.93
29
28
24
30
Table 5 shows a comparison between the design and studio facilities of the
university and the requirements as indicated in the Policies, Standards, and Guidelines
(PSG) for the BS Architecture program. It is revealed that the student-faculty ratio of 30:1 is
below the set limit of 40:1. Furthermore, the range of net facility ratio of the university which
is between 1.93 and 2.05 students per square meter at rooms S-414 and S-415 are not
within the standard. All design and studio rooms can handle and accommodate design
lectures and drafting. Based on actual calculations, all design and studio rooms are within
the range of accepted sound level, but since these rooms are adjacent to the main
thoroughfare, sounds emitted from passing vehicles is a source of disturbance during
lecture periods.
Table5. Comparative Design and Studio Requirements between Policies, Standards, and
Guidelines for BS in Architecture and University of the Cordilleras (UC), Department of
Architecture
Design and Studio
Room
Requirements
Policies, Standards, and
Guidelines (PSG) for
Architectural Education
Student – Faculty
Ratio
40 : 1 (maximum)
Net Ratio Facility
2.00 s.m. per student
Design and Studio
Can handle/accommodate
Rooms
lecture, drafting and modeling
University of the Cordilleras,
Department of Architecture
30 : 1
1.93 – 2.05 per student
Can handle/accommodate
lecture and drafting
Studio Equipment
Drafting Tables / Chairs
Drafting tables / Chairs
Illumination
Maximum Sound
Level (RT)
70 fc – 150 fc
72.42 fc – 86.48 fc
0.60 – 1.10 secs
0.64 – 0.90 secs.
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University of the Cordilleras Research Journal
ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
To determine the adequacy of drafting rooms in relation to existing lighting and
acoustical treatments, the researchers together with the Acoustics and Illumination lecture
class performed an actual calculation on the lighting and acoustical levels of the four drafting
and studio rooms. The acoustic levels of the drafting rooms were determined based on room
capacity, texture, and openings, whereas, lighting levels were based on the room’s area and
volume, type and height of lighting fixtures, textures and colors of the walls and
ceiling.
Table 6 reveals that the level of illumination of the different drafting and studio rooms is
sufficient with its existing features in relation to area, fixture type, textures and colors.
Furthermore, the result of the individual level of acoustical treatment of the different drafting
and studio rooms as shown in table 7 reveals that the desired level of reverberations is
adequate given its existing features in relation to room capacity, volume, textures, and
opening areas. Less reverberation implies a more articulately intelligible in speech.
Table6. Allowable and Computed Level of Illumination of the Architecture
Drafting and Studio Rooms
Allowable
Computed
Range of
Illumination
Illumination (fc)
(fc)
Fluorescent lamps
70 - 150
86.48
Sufficient
S – 413
Fluorescent lamps
70 - 150
72.42
Sufficient
S – 414
Fluorescent lamps
70 - 150
75.00
Sufficient
70 - 150
74.76
Sufficient
Room
Existing Lighting
Designation
Fixtures
S – 322
S – 415
Fluorescent lamps
& pin lights
Remarks
The influence of the classroom in the learning process cannot be underestimated.
According to Oyam (2007), the class room is an indispensable venue of education. Simply, it
is in the class room where teaching and learning take place, complicatedly, it is a venue
where different people and unique individuals are formed, transformed and reformed.
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ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
Table7. Computed and Desired Level of Reverberation of Architecture Drafting and
Studio Rooms
Computed
Room
Desired RT Range for
Remarks
Reverberation
Designation
Lecture Rooms
Time (s)
S – 322
0.64 secs.
0.60-1.10 secs
Adequate
S – 413
0.90 secs.
0.60-1.10 secs
Adequate
S – 414
0.85 secs.
0.60-1.10 secs
Adequate
S – 415
0.65 secs
0.60-1.10 secs
Adequate
Perception of the Students on the Adequacy of the Facilities
The students’ perception on the adequacy of existing facilities is shown in table 8.
Over-all, majority (56.8 %) of the students claimed that the facilities are not enough.
This
perception has something to do with the actual use of the design rooms. Based on the
findings, some design rooms are not sufficient in relation to net area capacity particularly.
The number of drafting tables indicates equal number of occupants in these rooms, and the
room area influences the degree of comfort that the students experience when they use the
rooms.
Also, inconvenience in the use of drafting tables by the students is prevalent
because many of the flat type drafting tables are being used instead of the adjustable
drafting tables. Moreover, even if there is sufficient illumination in the drafting rooms, the
light types provided need regular replacement or check up because the intensity of the light
may diminish due to long period of use.
Table8. Responses on the Adequacy of Facilities for the Architectural Design Subjects.
Enough
Year Level
Frequency
Second Year
16
Third Year
10
Fourth Year
6
All Years
32
Not Enough
% to
Total
50.0
34.5
46.2
43.2
Frequency
16
19
7
42
% to
Total
50.0
65.5
53.8
56.8
Total
32
29
13
74
Physical resources in education are important in the achievement of quality education. The
learning environment should be conducive so that the student will be able to develop his or
her potentials to the fullest. Hurlock (1978) explained that there are conditions under which
students are most likely to learn. He emphasized that the educational environment is one
factor that enhances the learning process.
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ISSN: 1908-9325, VOL:1 ISSUE: 3, 2009
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IV. CONCLUSIONS AND RECOMMENDATIONS
Based on the findings of the study, it is concluded that dropping, failing, and obtaining an
“incomplete” grade in the design subjects are brought about by the difficulty and complexity
of the courses. There are also more students who drop their design subjects as compared
to those who fail them. Students commonly incur incomplete ratings in subjects that require
them to design complex structures and write a thesis.
The student-faculty ratio of the University is within the set limit by Policies, Standards
and Guidelines for the BS Architecture program, however not all design and studio rooms in
the university are within the range of net facility ratio. The individual sound reverberation
level of the different drafting and studio rooms’ is acceptable and the level of illumination of
the different drafting and studio rooms is sufficient.
As recommendations, faculty members handling design subjects should clearly explain
to the students the requirements of the course at the beginning of the term. Students must
know what are expected of them. A full understanding of the requirements of the design
subjects will enable them to prepare adequately hence minimizing the possibility of their
failing or dropping the subject. Also, the teachers should see to it that the architectural
design and studio problems given to the students should be within the course description of
the subject.
The school administration should provide more facilities that can accommodate
modeling activities in all the design and studio rooms. Lighting and acoustic fixtures should
be regularly checked to ascertain that all the rooms are conducive for learning.
Another study should be conducted to determine the factors influencing the academic
performance of architecture students.
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CHED Memorandum Order (CMO) no. 61 s. 2006. Course Specification-PSG for BS
Architecture
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