EFFECTS OF INDIVIDUAL LEARNING STYLES ON SUCCESS IN THE INITIAL TWELVE WEEK ACADEMIC PHASE OF THE NAVY FLIGHT TRAINING PROGRAM

This study had two purposes: (1) to determine if there exists a predominant learning style among the majority of the aviation officer candidates in the Naval flight training program; and (2) to determine if there exists a significant difference in academic success among the aviation officer candidates with different learning styles. The Kolb Learning Style Inventory was used to determine the learning styles of 129 candidates. The Inventory indicated that approximately 64 percent of the candidates were categorized as having an abstract conceptualizing form of learning style. The Lindquist Type I analysis of variance was used to determine the (1) possible significance between mean scores for the four learning styles; (2) possible significance between mean scores for the eight courses; and (3) to determine possible interaction between the learning styles and courses. Results revealed (1) no significance between academic success among the learning styles; (2) statistical significance between mean scores among the eight courses; and (3) no interaction exists between the learning styles and courses. To better evaluate which of the eight courses exhibit significant differences among the mean scores, a Scheffe Test for homogeneity for variance was conducted. The results revealed that statistical significance exists between organization/administration types of courses and navigation/engines/aerodynamic types of courses.