ASSESSING STUDIO-BASED TEACHING AND LEARNING (SBTL) THROUGH PHYSICAL AND VIRTUAL CLASSROOM AMONG POSTGRADUATE STUDENTS

Design studio projects are fundamental to environmental education, as they facilitate the integration of theoretical knowledge with creative practice through experiential, collaborative, and reflective learning. This study assesses the effectiveness of teaching and learning strategies in a postgraduate design studio course, focusing on student engagement, critical thinking, and project outcomes in the Urban Development and Management Master's programme, specifically UDM 720, Urban Development Project. The research addresses uncertainties in student expectations, inconsistent learning outcomes, and varying satisfaction levels, all of which are influenced by differences in supervisory approaches and challenges with group work. A case study methodology was employed, combining quantitative and qualitative methods. Quantitative data, including student performance records and survey responses, offer insights into trends in academic achievement and satisfaction. Qualitative data from classroom observations provides a deeper understanding of student involvement, interactions, and learning experiences in the studio environment. The sample consists of 25 postgraduate students across four academic sessions. The findings indicate that although students value the exploratory aspects of studio- based learning, they encounter challenges with unclear assessment criteria and inconsistent feedback. Successful learning outcomes are linked to systematic guidance, iterative critique processes, and well- defined rubrics that align creativity with technical requirements. The study determines that enhancing clarity in instructional goals, aligning assessment with learning outcomes, and fostering reflective dialogue between instructors and students can improve studio effectiveness. Recommendations include adopting digital feedback tools, implementing a standardised assessment framework, and enhancing professional development for studio lecturers to promote consistency and innovation in postgraduate design education.