Manuscript received July 16, 2024; revised August 9, 2024; accepted September 29, 2024; published December 11, 2024
Abstract—In recent years, architectural education has undergone significant changes, necessitating a reassessment of teaching and evaluation methods. This study examines the impact of these shifts on students’ grades in Architecture Studio Classes at King Saud University from 2019 to 2022 and analyses how these changes have affected grading practices. Using a mixed-methods approach, we combined quantitative analysis of grade trends with qualitative insights from surveys and focus group interviews involving instructors and students. Participants included instructors and students from various architecture design levels. The quantitative analysis showed fluctuating grades across design levels before, during and after the pandemic. For instance, the course ‘Design 5’ experienced shifts from predominantly B-range grades to peaks in A-range grades during certain semesters, while the course ‘Design 7’ maintained consistently high grades, indicating successful adaptation to online learning. Qualitative findings revealed diverse experiences during the transition to online education, with instructors facing challenges in maintaining standards and adapting assessments, leading to increased leniency and students reporting mixed experiences due to technical issues and varied instructor support. The study recommends robust support systems tailored to architectural education, including enhanced technical infrastructure, innovative teaching practices integrating digital tools and transparent grading criteria to address grade inflation. Ongoing evaluation of pedagogical strategies and investment in research is crucial to developing resilient educational frameworks for future disruptions, providing valuable insights for educational stakeholders.
Keywords—architectural education, grading practices, design studio, mixed-methods research, educational transformation, online learning
Cite: Aasem Alabdullatief, Jamil Binabid, and Mohammad Z. Alrajhi, "Assessing the Influence of Online Teaching on Grades in Architecture Studio Classes: A Comparative Case Study," International Journal of Information and Education Technology vol. 14, no. 12, pp. 1661-1672, 2024.