The relationship between the Introduction to Navigation test and Joint Undergraduate Navigator Training performance

Scope and method of study. The purpose of this study was to determine the correlation between a low score on the Joint Undergraduate Navigator Training Introduction to Navigation phase test and subsequent poor performance within the JUNT syllabus of instruction. It was hypothesized that a score of less than one standard deviation below the mean would correlate with one of the following occurrences: a single academic failure, a flight or simulator evaluation failure, a second flight or simulator evaluation failure, or course elimination for flying or academic deficiency. The performance of all 314 student navigators was observed. The hypotheses were tested with Chi-square analysis. Validity and reliability for race, gender, religion are not viewed as pertinent for aviation application tests as the misapplication of aviation concepts can be fatal regardless of categorization. JUNT subject matter experts test for content validity only and the process for content validity is explained in the Research Design.;Findings and conclusions. Based on the tests and results, the Introduction to Navigation test is a significant predictor of success or failure at JUNT as all hypotheses were accepted. Those with the lower test scores did show a significantly higher proportion of failure and elimination. The correlation indicates an increased likelihood of a single academic failure, of multiple evaluation failures, and of the elimination from training. As such a predictor, the IN test has incredible value to the individual training squadron and Air Force as a whole. Hypothesis number one, students scoring more than one standard deviation below the mean would have an increased likelihood of failing at least one academic examination, was accepted at the statistically significant confidence level of ninety-nine percent. Hypothesis number two, students scoring more than one standard deviation below the mean would have an increased likelihood of failing at least one flight or simulator evaluation, was also accepted at the statistically significant ninety-nine percent level. Hypothesis number three, students scoring more than one standard deviation below the mean would have an increased likelihood of failing more than one flight or simulator evaluation, was also statistically significant at the ninety-nine percent level. Hypothesis number four, students scoring more than one standard deviation below the mean would have an increased likelihood of being eliminated from training, was shown to be statistically significant at the ninety-nine percent level.