This qualitative descriptive narrative research was the first known study to collect participants’ perceptions on the effectiveness of the Marine Corps’ Light Armored Vehicle driver training. The general problem was the Marine Corps’ vague guidance on curriculum development, instruction, and assessment for driver training of the Light armored Vehicle (LAV). Specifically, it is unknown how LAV drivers perceive the effectiveness of their driver training. The single research question for this study was what are the participants’ perceptions of the effectiveness of the Light Armored Vehicle Training Course’s driver curriculum? This study used a semi-structured interview format comprised of 10 open-ended questions to interview 20 former LAV drivers. Thematic coding discovered six themes: (1) heavy reliance on PowerPoint, (2) instructors rushing through the course, (3) low instructor motivation, (4) minimal driving time, (5) highly standardized instruction, and (6) the need for an extended course. Uncovered by participants, the findings of this research showed gaps in the LAVTC’s current education procedure, a heavy reliance on traditional learning methods, improper training emphasis, and instructor weaknesses. To ensure training and education standards are in keeping with the expectations of the United States Marine Corps. Participants’ observations, perceptions, and experiences are reference points to address the specific problem statement of this study, and to assist military educators and leaders in making measurable and pragmatic corrections to the LAVTC’s driver training.
|Commitee:||Allison, Rinyka, Kelly, Jacquelyn|
|School:||University of Phoenix|
|Department:||School of Advanced Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/08(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Adult education, Military studies|
|Keywords:||Curriculum development, Differentiated instruction, Experiential education, Leadership, Military, Pragmatic application|
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