Investigating the effective factors in improving the teaching of architecture courses in line with the academic progress of students

In architecture education, choosing educations that increase students' learning and improve their performance in design and academic progress has always been a challenging way for those involved in architecture education. This research aims to identify the dominant styles of thinking and learning in architecture students, and examine the relationship between these styles and the academic progress of architecture students, so that by choosing the best training that matches the styles, it can lead to the academic progress of architecture students and thus make them successful students. and trained creatively. The statistical population of this research is made up of architecture students of Allameh Dehkhoda University in continuous undergraduate level. The size of the sample population is equal to 112 people, which was obtained with the help of Gpower volume estimation software. The sample population was selected using simple random sampling method. In order to measure thinking styles, Sternberg-Wagner questionnaire was used and cognitive learning styles were measured with Kolb's learning questionnaire and perceptual learning styles were measured with Wark's learning strategies questionnaire. In order to analyze the data, factorial design tests and regression analysis and SPSS version 23 software were used. Based on the results of this research, the measured architecture students often use visual and auditory learning strategies, and executive, hierarchical, detail-oriented, and extroverted thinking styles show the greatest relationship with academic progress. Therefore, it seems that the use of visual elements in the educational environment and the type of teaching,