Date
7-21-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Matthew Oswald Ozolnieks
Keywords
corrosion, corrosion education, corrosion training, social cognitive theory, instructional design, technology, United States Air Force
Disciplines
Education
Recommended Citation
Williams, Jarquees, "Examining Perceptions of Instructional Design and Technology in the USAF Corrosion Prevention and Control Program: A Transcendental Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8694.
https://digitalcommons.liberty.edu/doctoral/8694
Abstract
The purpose of this qualitative transcendental phenomenological study was to examine the perceptions of ID&T in corrosion education and training within the corrosion prevention and control program for personnel in the United States Air Force (USAF). The theory guiding this study was social cognitive theory, as defined by Bandura, which provided a structural framework for assessing personnel perceptions of the effectiveness of CPC education and training. The central research question is: How do USAF personnel perceive the efficacy of instructional design and technology within the USAF corrosion prevention and control education and training program? This study employed a qualitative phenomenological design, using written letters, semi-structured interviews, and non-participant observations in an operational environment at a key location. Data was analyzed to assess training satisfaction, knowledge acquisition, on-the-job skill application, and the overall impact on operational corrosion prevention and control. Preliminary findings revealed gaps and strengths in instructional design and technology, thereby providing recommendations to enhance alignment with operational needs and improve training effectiveness.
