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Abstract
The current records based research addresses an approach to gain higher performance more rapidly in training using problem-based learning methods. This study evaluates the implementation of problem-based instruction and simulator training to gain greater performance in experienced United States Air Force F16 pilots training. Specifically this research aims to determine if F16 pilots who experience a problem-based learning environment perform better than those who received predefined training. Previous research has assessed trainees’ opinions after receiving problem-based learning and other research has evaluated performance after receiving problem-based learning. This study is unique in that it evaluates both pre- and post-performance as well as participants’ attitudes towards the training. The data presented in this research indicate that performance improves in both of the conditions assessed (problem-based learning and predefined syllabus training). There was a significant difference in the post-performance between the two conditions with the predefined syllabus training condition performing better. This study also evaluated attitudes towards training and overall found no difference between the two conditions in relation to opinions of the training. However, there was significant difference between the perceived overall training value between the two conditions where the participants who received the problem-based learning found the overall training value greater. This records based research provides a foundation for future experimental research to be completed related to problem-based learning training methods.
