Learning and Teaching Styles of Theory of Flight Students

The problem in the Theory of Flight course was
to have more students eligible to take
the FAA private pilot exam.During the last
three academic years (1999-2001) the cumulative
grade point average (GPA) dropped from 3.34 to 2.68.
This study identified the Theory of Flight student s
learning styles (N=55) according to Kolb s (1993)
Learning Style Inventory. It was found that the
students with the highest mean score (34.67) fell
into the Active Experimentation followed by
Abstract Conceptualization with a mean score of
31.96. The means for the total group were 4.42 for
Active Experimentation minus Reflective Observation
scale and 8.45 for Abstract Conceptualization minus
Concrete Experience scale. This study determined the
level of satisfaction of the delivery of instruction
according to Hamby s 2001) Training Satisfaction
Survey. Both sections were found to be Satisfying.
The study determined the relationship between the
student s learning style and the instructor s
teaching style. One conclusion was that more
involvement from the instructor to the student might
increase the student s satisfaction with the
training.

Autorentext
FRANCISCO MARTINEZ, Ed.D.
SUMMARY
Greatest achievements are: excellence in teaching, research, and
scholarship. Lately, I have been teaching using advanced
technology in distance learning and traditional classes.

Klappentext
The problem in the Theory of Flight course was to have more students eligible to take the FAA private pilot exam.During the last three academic years (1999-2001) the cumulative grade point average (GPA) dropped from 3.34 to 2.68. This study identified the Theory of Flight student's learning styles (N=55) according to Kolb's (1993) Learning Style Inventory. It was found that the students with the highest mean score (34.67) fell into the Active Experimentation followed by Abstract Conceptualization with a mean score of 31.96. The means for the total group were 4.42 for Active Experimentation minus Reflective Observation scale and 8.45 for Abstract Conceptualization minus Concrete Experience scale. This study determined the level of satisfaction of the delivery of instruction according to Hamby's 2001) Training Satisfaction Survey. Both sections were found to be "Satisfying." The study determined the relationship between the student's learning style and the instructor's teaching style. One conclusion was that more involvement from the instructor to the student might increase the student's satisfaction with the training.