Journal of Aviation/Aerospace Education & Research






Using a sample of 62 trainee pilots, this study aimed to examine the relationships between approaches to learning (Surface, Deep, Achieving) and performance in ground school topics of perceived differing degrees of difficulty and also performance in the aeroplane as measured by hours taken to fly solo. Significant negative relationships were found between Surface Approach scores and all ground school topics. For time taken to fly the aeroplane without an instructor, Deep scores showed a significant negative relationship. Achieving Approach scores played little role in the findings.



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