عنوان مقاله [English]
Due to the various courses prerequisite for architectural design education, lack of coordination amongst professors and their arbitrary choosing of exercises, architectural education faces various problems, resulting in students’ demotivation. Motivation is one of the most-talked-about concepts in educational issues. One of the important reasons attributed to problems such as academic failure is the learner’s motivation. Because of changing the academic level from the continuous Master’s degree to the continuous Bachelor’s degree in 1999 in Iran, architecture education has been changed and the “Composition” course was divided into courses such as practical geometry, perception and presentation of environment and building materials workshop. The present study aims to investigate the impact of studio-based teaching methods (integrated and disintegrated) on the architecture students’ academic motivation. In this study, a combination method was applied as follows: in the practical geometry course, it is considered how to draw the plan and cross-section of the two-way staircase. The statistical population consists of two groups of 18 first semester students of Islamic Azad University (Urmia branch). The quantitative data are collected using Valrand Students’ Academic Motivation Questionnaire. Qualitative data are collected through observation of students’ works and the qualitative data through observing students’ works and interviewing with architecture students and professors of architecture. The quantitative data analysis is performed using independent-sample T-test and qualitative data analysis based on the grounded theory and finally, a kind of meta-deduction is obtained. The results show that teaching basic courses such as practical geometry in the field of architecture using an integrated method increases architecture students’ interest, intrinsic and extrinsic motivations and thus improves the quality of education.