This study investigated whether differences existed between sex, male and female, for the preference of three different syllabi describing three different learning environments. Learning environments consisted of collaborative, and individual, with the individual sub-divided into competitive, and individual while co-varying participants for credit hours. 264 surveys were administered to students in freshman, sophomore, junior, and senior classes in order to collect preference, and demographic data. The surveys were presented as three fictional syllabi differing only in class grading format, and a paragraph on the instructional philosophy of the professor. Instructional philosophies described the proposed environment of the class by enforcing the individual, competitive, or collaborative instructional methods. According to recent literature, women were predicted to prefer collaborative classroom environments to individual/competitive classroom environments and males were predicted to prefer competitive/individual over collaborative classroom environments. Limitations for the present study were discussed as well as suggestions for future research.
","abstract_html":"<p>This study investigated whether differences existed between sex, male and female, for the preference of three different syllabi describing three different learning environments. Learning environments consisted of collaborative, and individual, with the individual sub-divided into competitive, and individual while co-varying participants for credit hours. 264 surveys were administered to students in freshman, sophomore, junior, and senior classes in order to collect preference, and demographic data. The surveys were presented as three fictional syllabi differing only in class grading format, and a paragraph on the instructional philosophy of the professor. Instructional philosophies described the proposed environment of the class by enforcing the individual, competitive, or collaborative instructional methods. According to recent literature, women were predicted to prefer collaborative classroom environments to individual/competitive classroom environments and males were predicted to prefer competitive/individual over collaborative classroom environments. Limitations for the present study were discussed as well as suggestions for future research.</p>","abstract_has_math":false,"creators":["Moyer, Eric M."],"institution":null,"degree_name":"Master of Science in Human Factors & Systems","degree_level":"Thesis - Open Access","degree_discipline":"Human Factors and Systems","degree_department":null,"school":null,"contributors":["Christina M. Frederick","Mavis Green","Steven Hall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-04-01T08:00:00Z","date_published":"2003-04-01T08:00:00Z","updated_at":"2026-07-27T19:25:29Z","subjects":["gender differences","learning environment","aviation","education","Aviation and Space Education","Higher Education","Social Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.erau.edu/db-theses/153","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Christina M. Frederick","Mavis Green","Steven Hall"]},{"key":"dc:creator","label":"Author","values":["Moyer, Eric M."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Factors and Systems"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis - Open Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science in Human Factors & Systems"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["gender differences","learning environment","aviation","education","Aviation and Space Education","Higher Education","Social Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.erau.edu/db-theses/153"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigated whether differences existed between sex, male and female, for the preference of three different syllabi describing three different learning environments. Learning environments consisted of collaborative, and individual, with the individual sub-divided into competitive, and individual while co-varying participants for credit hours. 264 surveys were administered to students in freshman, sophomore, junior, and senior classes in order to collect preference, and demographic data. The surveys were presented as three fictional syllabi differing only in class grading format, and a paragraph on the instructional philosophy of the professor. Instructional philosophies described the proposed environment of the class by enforcing the individual, competitive, or collaborative instructional methods. According to recent literature, women were predicted to prefer collaborative classroom environments to individual/competitive classroom environments and males were predicted to prefer competitive/individual over collaborative classroom environments. Limitations for the present study were discussed as well as suggestions for future research.
"]},{"key":"dc:title","label":"Title","values":["Gender Differences in Preference for Learning Environment Among Aviation Education Students"]}]}],"canonical_facts":{"dc:contributor":["Christina M. Frederick","Mavis Green","Steven Hall"],"dc:creator":["Moyer, Eric M."],"dc:description.abstract":["This study investigated whether differences existed between sex, male and female, for the preference of three different syllabi describing three different learning environments. Learning environments consisted of collaborative, and individual, with the individual sub-divided into competitive, and individual while co-varying participants for credit hours. 264 surveys were administered to students in freshman, sophomore, junior, and senior classes in order to collect preference, and demographic data. The surveys were presented as three fictional syllabi differing only in class grading format, and a paragraph on the instructional philosophy of the professor. Instructional philosophies described the proposed environment of the class by enforcing the individual, competitive, or collaborative instructional methods. According to recent literature, women were predicted to prefer collaborative classroom environments to individual/competitive classroom environments and males were predicted to prefer competitive/individual over collaborative classroom environments. Limitations for the present study were discussed as well as suggestions for future research.
"],"dc:identifier":["https://commons.erau.edu/db-theses/153"],"dc:subject":["gender differences","learning environment","aviation","education","Aviation and Space Education","Higher Education","Social Psychology"],"dc:title":["Gender Differences in Preference for Learning Environment Among Aviation Education Students"],"thesis:degree_discipline":["Human Factors and Systems"],"thesis:degree_level":["Thesis - Open Access"],"thesis:degree_name":["Master of Science in Human Factors & Systems"]},"updated_at":"2026-07-27T19:25:29Z"}