Date

10-3-2022

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Alexandra Barnett

Keywords

course valuing, cognitive content, affective-personal, behavioral factors, higher education, aeronautics education

Disciplines

Aviation | Education

Abstract

Current literature on the predictive correlation between a student’s perceived course value and their end-of-course results utilizing the Course Valuing Inventory (Nehari & Bender, 1978) has not been studied in aeronautics education. While research investigating various attributes of academic success exists, quantitative studies specifically addressing predictive variables of course success related to end-of-course grades in aeronautics education do not exist. Given the results of quantitative data, aeronautics academia can strategically implement specific variables into course planning and designing to create academic content that appeals to aeronautic students. The purpose of this quantitative, predictive correlational study is to examine the predictive correlational relationship between the predictor variables (course valuing, cognitive content, affective-personal, and behavioral factors) and the criterion variable (end-of-course grade) for undergraduate aeronautical degree-seeking students at a large, accredited, faith-based, non-profit, private university in the southeastern United States with a large student population. The convenience sample consisted of 137 undergraduate aeronautics students. Data were analyzed using multiple linear regression. The study results showed no significant connection between the predictor variables (course valuing, cognitive content, affective-personal, and behavioral factors) and the criterion variable (end-of-course grade).

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