Evaluating the Impact of Teamwork Vs Individual Work on the Performnce of Interior Design Students

Abstract

This study aims to examine the comparative impact of group and individual work modes in the interior design studio environment on students’ academic performance and the development of their personal and professional skills. The analysis focuses on four primary axes: self-efficacy, learning experience, academic and social interaction, and design performance. Adopting a comparative quasi-experimental design, the study involved 67 male and female undergraduate students from Yarmouk University, Jordan, who were randomly assigned to two equivalent groups. Data were collected using a mixed-methods approach, utilizing quantitative and qualitative tools including standardized surveys, design project analysis, and semi-structured interviews to achieve a comprehensive understanding of the differences between the two models. The results revealed that collaborative learning significantly enhanced students’ self-efficacy, particularly in communication, problem-solving, and time management skills, and fostered higher academic satisfaction and social engagement. Conversely, individual work was more effective in developing independence, technical precision, and self-regulated learning. Overall, findings indicate that a balanced integration of both modes fosters a more dynamic and holistic learning environment that promotes diverse aspects of academic and professional competence. The study concludes by recommending the adoption of hybrid learning strategies that utilize digital technologies and foster continuous interaction and feedback, thereby creating a more flexible studio environment responsive to the demands of contemporary interior design education.