Beginning flight students (N = 28) participated in a performance-based landing measurement system. Students recorded contextual variables for each flight then students and instructors independently rated 12 dimensions of the last landing as meeting or deviating from standards in a specific fashion. Several contextual variables were correlated with errors including studying requirements (r = -. 11, p < .05), and errors decreased as students completed lessons (r = -.34, p < .01). Flare and follow-through problems were most common, occurring on 48.5% and 43.3% of landings, respectively. The project highlights the potential benefits of student self-evaluation and instructor-student collaborations and promotes the value of behavior-based safety processes in aviation.
ASJC Scopus subject areas
- Aerospace Engineering
- Applied Psychology
- Computer Science Applications