The Effect of Metacognitive Awareness In Creativity and Design Learning In Hybrid Design Studio

This study investigates whether students’ levels of verbal creativity and design course grades in the hybrid design studio are related to their metacognitive awareness levels. The study is based on the view that metacognitive awareness that supports lifelong learning is necessary for hybrid education environments. Additionally, the relationships between metacognitive awareness, verbal creativity and course grades of students in the hybrid design studio are examined. The study was carried out with 58 undergraduate architecture students. Students were divided into two groups, low and high, using the non-hierarchical cluster analysis along with their metacognitive awareness levels. Metacognitive Awareness Inventory and Torrance Creative Thinking-verbal battery test were used in the research. The results show that there is a statistically significant difference between students with low and high levels of metacognitive awareness and the effect size is large. Additionally, the relationships between verbal creativity, design course grades and metacognitive awareness were also determined.