The Relationship of Document and Quantitative Literacy with Learning Styles and Selected Personal Variables for Aviation University Students

Abstract

The purpose of this study was to determine the extent to which university student scores on a researcher-constructed quantitative and document literacy test were associated with learning style, program of study, cumulative grade point average, and year in school. Instruments used for the study were the 35 question Aviation Documents Delineator (ADD) and the Learning Type Measure (LTM). Data collected were analyzed using a step-wise multiple regression analysis technique. The ADD was designed to identify a student's ability and preference for interpreting and using graphic or tabular data. Study results reveal that year in school and GPA were significant predictors of literacy scores on the ADD while learning style and the student’s program of study were not.