* Technical Paper 354 [0"

BASIC RIFLE l MARKSMANSHIP TEST:

TRAINEE PRETEST AND POSTTEST ATTITUDES

T. J. Tierney, Jr., J. A. Gartner, .

and

T. J. Thompson

Tv,

ARI FIELD UNIT AT FORT BENNING, GEORGIA

1. *•!

U. S. Army

Research Institute for the Behatvioral and Social Sciences

April 1979

Approved for public release; distribution unlimited.

wow. NI
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FOR THE BEHAVIORAL AND SOCIAL SCIENCES

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Deputy Chief of Staff for Personnel

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JOSEPH ZEIDNER Colonel, US Army

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Technic aI l E MARaa~ 54l WH P $E T P. I. TYPE Go t REPORT & PERIO D COVERED

TI-JAETSr AND'90STTST ATTITUDES._____________ ýVE S6. PaRFORMINO ORO. REPORT Nume ER ;

TA1* mO - - . CONTRACT ON GRANT NUMBERCS)

TJ. Tierney, Jr., J. ATCartner and

K' T. J.Thoxnpson

1. PERFORMING ORGANIZATION NAME AND ADDRESS 0.PROGRAM ELEMENT, PROJEC"T. TASK I' ~~~~ ~ ____ A me___________ 

U.S. Army Research Institute for the Behaviora 2Q763731A773.

5001 Eisenhower Avenue, Alexandria, %VA 22333 _____________

11. CONTROLLING OFFICE NAME AND ADDRESS L8*~z-AWW--

U.S. Army Infantry School // Aprit 307?j

Direct'.r of Training DevelopmentsNUBRoPAE

ATSH-1-V~-A-S, Fort Benning, GA 31905 72_______________

Apprved or pblicrelese;Unclassi fied

IS.. DEC.A$SIfriCATION/DOWINORAOING

Is. DISTRIBUTION STATEMENT (of Lhi. Rep0d

17. DISTRIBUTION STATEMENT (of the abstract entered in black 20. It different from Report)

IS. SUPPLEMENTARY NOTES

The BRM Test was conducted by the U.S. Army Infantry Center, assisted by the

Army Research Institute's Fort Benning Field Unit and the TRADOC Combined

Arms Test Activity.

19. KVY WORDS (Continue an.. rees ide 11 necessary and Identify by block rnumber.) rRifle marksmanship training Trainee attitudes

Training effectiveness analysis

Instructor attitudes

User acceptance questionnaires

lw6A1 rifle marksmanship

F* AUTrRAC¶ (120415W M YeTWI Voee M6f M01061 moda~~ l 5rb block nipmbe)

'-",he Basic Rifle Marksmanship (ERM) Test was conducted to evaluate the cost e'nd

training effectiveness of four programs of instruction (POI) for BRM. Measurement of trainee attitudes toward each of the four programs was one part of the

evaluation. Pratee-. and posttent questionnaires were given to approximately

3,400 male and 1,OOC female basic trainees. Questionnaires were also given to

trainees who participated in the skill ratention phase of the BRM Test. Items

elicit background infor~nation and responses about topics such as program~ effectiveness, confidence in performance, and enjoyment of training._ .

FD OFA 103 DO I JAN 10 72 OF, Io Nov $1 Is 00111LITE. Unclassified\. ~ ~SECU RITY CLASSIFICATIO R OF ThIS PAS (oED t ntrd
Unclassified

sEcuRITy CLASSIFICATIOM OF ThIS P AOS(ft. Die. Nnono

0. (Continued)

Trainees generally liked marksmanship training and considered it to be effective, regardless of the POI completed. They rated quality of instruction as

high, and generally judged instructional hours and roundn to be sufficient.

Exceptions to this overall favorable trend were relatively negative views

toward the effects of instructor pressure and the belief that instruction in

night fire and automatic fire was somewhat inadequate. Trainees evaluated the

concept oa! practice record fire very favorably.

Males typically liked marksmanship training more than females did and were

more confident in their marksmanship skills. Ihese attitudinal differences,

however, had no discernible effects on performancel they appeared to be

largely due to greater prior rifle experience among males.K

The report is written primarily for research scientists, although the conclusions are of interest to military trainers.

Acc ion Fcr

NT; ...

DDC TAB

Unz.n .)u. cud _j

Dis

Unclassified

SRCU.IrY CLASSIFICATIOM OF THIS PAOGEfWun O D.. .nr.,a t ________ TV

,. .c.. r. : -: - .

, ,, •: . . ,• • . .. - -- ..
Technical Paper 354

BASIC RIFLE MARKSMANSHIP TEST:

TRAINEE PRETEST AND POSTTEST ATTITUDES

T. J. Tierney, Jr., J. A. Cartner,

and

T. J. Thompson 4

Submitted by:

H. C. Strasel, Chief

ARI FIELD UNIT AT FORT BENNING, GEORGIA

Approved By:

E. Ralph Dusek. Director

PERSONNEL AND TRAINING

RESEARCH LABORATORY

Joseph Zeldner TECHNICAL DIRECTOR

U.S. Army .Resea~ch Institute for

the Behavioral and Social Sciences

U.S. ARMY RESEARCH INSTITUTE FOR THE BEHAVIORAL AND SOCIAL SCIENCES

5001 Eisenhower Avenuq, Alexandria, Virginia 22333

Office, Deputy Chief of Staff for Personnel

Department of the Army

April 1979

Army Project Number M15A1 Training

20763743A773 Effectiveness Anailysls

Approved for public rMe;ee dietributice unlimited.

TI
a-- ~ ~ ~ ~ ~ ~ ~ ~ --. ,.-~.- ~ ~~~... -~- .. .- .--- ... ..------.--. 

ARI Research Reports and Technical Papers are intended for sponsors of

"R&D tasks and other research and military agencies. Any findings ready for

implementation at the time of publication are presented in the latter part of

"the Brief. Upon completion of a major phase of the task, formal recommendations for official action normally are conveyed to appropriate military

agencies by briefing or Disposition Form.

4I

'4r
FOR2•WORD

The research reported here was performed by the Army Research

Institute-Fort Benning Field Unit as a part of an ongoing program of research directed toward development of cost effective methods for individual and collective training. This program includes research on multiple

aspects of the design, development, evaluation, and integration of cost

and traininy effective training systems for the U. S. Army.

This report represents results of questionnaires administered to

trainees during the Basic Rifle Marksmanship (BRM) Test conducted at Fort

Jackson, S.C., during the spring of 1976. The questionnaires were designed and administered in response to a request by the U.S. Army Infantry School (USAIS) for support of the Training and Doctrine Command

(TRADOC) sponsored field test. ARI provided test support that included

involvement in all phases from design through analysis and reporting of

results.

The BRM Test was a comparative evaluation of the cost and training

effectiveness of four programs of instruction. Data collected included

cost, performance, and demographic information, in addition to the attitudinal data. ARI and TRADOC Combined Arms Test Activity (TCATA) jointly

reported the analyses of the demographic data in the Proceedings of the

Fifteenth Annual Army Operations Research Symposium. The analysis of

cadre attitudes measured during the BRM Test has been reported in an ARI

Research Problem Review 78-7. A forthcoming ARI report will present an

analysis of the training effectiveness of each block of instruction in

the four BRM programs. The successful conduct of the BRM Test required

close coordination between ARI, USAIS, and other TRADOC elements, particularly TCATA. The orchestration of the diverse participants by the Test

Director, COL George Ball, and the Test Officer, MAJ Jack Ball, insured

the success of the test. Also, SP5 Keith Evans and SP4 Frederick Heller

assisted in instrument construction, data reduction, and data analysis.

The data processing and quality control staffs at TCATA provided data

processing support. Special thanks are extended to CPT Michael Clayton,

Mr. Jack Morris, Mr. James Kirksey, and Mr. Don Walker of TCATA.

The project was conducted as part of Army Project 2Q7 63731A773, FY 76

Work Program, and Army Project 2Q763743A773, FY 77. It was directly responsible to the requirements of the USA13 and TRADOC.

*chnia Diector

I.A

'Ko
S I

BASIC RIFLE MARKSMANSHIP TEST:

TRAINEE PRETEST AND POSTTEST ATTITUDES

BRIEF

Requirement :

To determine attitudes of trainees toward each of four programs of

instruction (POI) used in the Basic Rifle Marksmanship (BRM) Test.

Procedure:

Pretraining and posttraining questionnaires were given to approximately 3,400 male trainees and 1,000 female trainees who participated in

the Basic Rifle Marksmanship Test at Fort Jackson, S.C. Questionnaires

were also given to trainees who participated in the skill retention phase

of the BRM Test. Items were designed to elicit background information

and responses about topics such as cost effectivness, program effectiveness, confidence in performance, and enjoyment of training.

Findings:

fTrainees generally liked marksmanship training and considered it

effective, regardless of the POI completed. Quality of instruction was

"rated highly, and instructional hours and rounds were generally judged

to be sufficient. The exceptions to this overall favorable trend were

(a) relatively negative views toward the effects of instructor pressure

and (b) the belief that instruction in night fire and in automatic fire

were somewhat inadequate. The concept of practice record fire was evaluated very favorably.

Males typically liked marksmanship training more than females and

were more confident in their marksmanship skills. These attitudinal

differences, however, had no discernible effects on performance. Apparently they occurred because males had had more prior rifle experience

than females had.

Utilization of Findings:

These results should be used in the redesign of rifle marksmanship

training. Attention should be focused on trainees' evaluations of current night-fire and automatic fire training, as well as on the possible

benefits of practicing for the q•alification task.

i 4._,. ii ___Imll____I_.__i_,--,. , •

S•A
BAbIC RIFLE MARKSMANSHIP TESTs

TRAINEE PRETEST AND POSTTEST ATTITUDES

CONTENTS

Page

i PURPOSE* . . ., •,. . .,•,. . . . ,. . 1

METHOD . . . . . .. •••. . . . . . 2

Research Design and Questionnaires.............. . 2

Population .. . . . . . . . . . . . . . 3

Data Collection . . . . . . . ...... 4

RESULTS*. . .,•. . . . ••. .

Pretraining Responses. 6

Poettraining Responses and Repeated Measures ...... . . , 7

Retention Questionnaire Responses* .1............... i

DISCUSSJION . .. . .. ... .. .. . .. .. .. . .. . .. .. . 19

General Reactions to Training .. .a. .. . . . . . .. . . . . . 19

Trainee Confidence ........................ 20

Instructional Effectiveness . ........... . . . . . . . 21

POI Effectiveness. ........... . , . . * , .... . 23

CONCLUSIONS AND RECOMMENDATIONS .......... ..... 24

REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

APPENDIX

A. QUESTIONNAIRE CONSTRUCTION .................. 29

B. TEST ADMINISTRATOR INSTRUCTIONS .. .. . .. .. . .. . . . 31

C. TRAINEE PRETRAINING QUESTIONNAIRE . ............... 49

Do TRAINEE POSTTRAINING QUESTIONNAIRE . . . . . . . . . . . . . . 53

E. TRAINEE RETENTION QUESTIONNAIRE. ......... .... . . 69

DISTRIBUTION ...................................... 71

___________llll_____________ _ _ --____ -__,,__,,__......_______,,,,_._=____
LIST OF TABLES

Table 1. Total hours of instruction and rounds of

ammunition for BRM Test POiso • s o.• 1

2. Selected characteristics of test population ....... 4

3. Pretraining attitudes of males and females:

mean responses with associated n and t ......... 6

4. Correlation of background data with rifle performance . . 7

5. Mean posttraining estimates of enjoyment

of training for males and females . .. ..9 .... . 8

6. Mean estimates of importance of marksmanship skills . 8

7. Mean estimates of confidence in marksmanship skills . • . 9

8. Difficulty and helpfulness of each phase of BRM

training expressed as mean ranks . 11

9. Mean responses for six questions about effectiveness

of instruction ......... . ........... 12

10. Comparison of hours of instruction scheduled for

each phase of each POI ............. ... 12

11. Mean ratings of adequacy of instructional time ..... 13

12. Mean ratings of adequacy of instructional time

for night fire . . . . . . . . . . . . . . . . . . . . . 14

13. Comparison of rounds of ammunition programed

for each phase of each POI ..... * ......... 15

14. Percentage of trainees satisfied they had fired enough

rounds to learn specific marksmanship tasks ....... 15

15. Percentage of trainees satisfied they had fired

enough rounds to learn techniques of automatic

fire and night fire ........... . ....... 16

16. Effects of firing a practice record fire early S~in training . . ... . . . . . . .. 17

17. Relative frequency of trainees who used each training

device and selected each device as "most helpful" .... 18

18. Mean response for males and females with F values and

degrees of freedom for retention questionnaire items 19

.,

4 4 -,
BASIC RIFLE MARKSMANSHIP TEST:

TRAINEE PRETEST AND POSTTEST ATTITUDES

PURPOSE

Basic Rifle Marksmanship (BRM) is a required course of instruction

for all Basic Combat Training (male) and Basic Training (female) trainees.

A field test comparing four programs of instruction (PO) for BRM training was conducted in the spring of 1976 at the Army Training Center, Fort

Jackson, S.C.

The primary purpose of the BRM Test was to determine the training

effectiveness of each of the four programs (compared in Table 1) and to

perform a cost and training effectiveness analysis on them. Selection

of one of the four programs for Army-wide use, with indicated modifications, will be based on the results of this test. A secondary purpose of

the test was to construct a data base for use in the long-term development of a "threat-oriented" marksmanship program, a program designed to

meet the demands of possible warfare in the future.

This report presents the results of questionnaires administered to

trainees and their instructors (cadre) (Tierney & Cartner, 1978). A

final report, to be produced by the TRADOC Systems Analysis Activity

(TRANSANA), will integrate results of analyses performed on firing,

cost, demographic, and attitudinal data.

Table I

Total Hours of Instruction and Rounds of

Ammunition for BRM Test POIs

POI Hours Rounds

I (ASUBJSCD) 7 7 a 720

2 62 513

3 49 262

4 35 334

aThe figure "72 hours" was erroneously used in the

questionnairos. See Appendix A for explanation.
The primary criterion for evaluating the effectiveness of each of

the four candidate BRM training programs was terminal marksmanship performance measured by hit probability (pH). In addition, the attitudes

and opinions of both trainees and trainers (cadre) as measured by questionnaires provided data for evaluating each program. These questionnaires were also designed to determine weak portions of the programs and

to preview likely implementation problems. Specifically, the questionnaires were administered to determine user reactions to each program and

to measure the perceived effectiveness of each program.

Items in the trainee questionnaires were designed to (a) reveal

trainee attitudes toward rifle marksmanship and BRM training prior to

and at the end of BRM, (b) determine trainee attitudes toward rifle

marksmanship and BRM training after the rarksmanship retention tests,

and (b) provide background information on trainees (U.S. Army Infantry

School, 1976).

Background data were collected for two purposes: (a) to identify

correlates of M16A1 marksmanship for input to the ongoing analyses of

overall training effectiveness of the M16A1 system, and (b) to insure

that test results (firing performances) were not biased by treatment

group differences. To meet the first purpose, the background data are

being used to construct a model of marksmanship performance that identifies the contribution of both background and training variables to

trainee proficiency (Tierney, Cartner & Clayton, 1977a). The second

purpose, the analysis of relationships among treatment group variables

and demographic or "subject" variables, has been previously reported

(Tierney, Cartner & Clayton, 1977b).

Trainees received questionnaires prior to BRM training and at the

conclusion of BRM training. Fourteen questionnaire items were repeated

to detect attitude changes as a function of training. Seven of these

items were administered again to those trainees who fired a retention

Post Test. Independent groups fired these Post Tests at approximately

4, 6, and 8 weeks after completion of BRM. These retention questionnaires were given to determine to what extent immediate posttraining

attitudes were maintained.

METHOD

Research Design and Questionnaires

The test included five male basic training companies and one female

basic training company per POX (U.S. Army Infantry School, 1976a). For

each POI there was a "limited training" control group and a "regular

training" experimental group. The limited training control group representol a good approximation to a "no-training" group in a test that involved trainees in live firing. The limited training groups received

record-fire Post Tests immediately after fundamentals training and then

continued through the rest of the DPN program. This Post Test, used at

2

-A W
various points in the DRk test, was a specially constructed record-fire

table that provided a common effestiveness measure for each POI (USAIS,

BRM Test Form 77910). All trainees received record-fire Post Test after

completion of the daytime tecord-fire tables and again at the completion

of SF44 training.

Thus, the design of the BRM Test was factorial with four independent variables: POI, limited training versus regular training, sex of

trainee, and pretraining/posttraining measures.

The trainee questionnaires focused primarily on characteristics of

the four POle, but data were in some cases analyzed using a factorial

analysis of variance (ANOVA) or of covariance (ANCOVA) model. The proportional n method described by Winer (1971) was used in these analyses.

Questionnaire items were designed to request background information

from respondents (e.g., prior weapons experience, athletic participation)

and to elicit responses about such topics as program effectiveness, trainee

confidence in marksmanship performance, enjoyment of training, and career

importance of rifle marksmanship. The Trainee Pretraining Questionnaire

contained 21 items, all typically 5- or 7-point rating scales. The Trainee

Posttraining Questionnaire had 66 items, with 14 items repeated from the Ipretraining questionnaire. The posttraining questionnaire included two

rank-order questions. A slightly longer Trainee Posttraining Questionnaire (five additional items) was administered to the limited training

control groups. These additional questions related to the perceived

benefits of practicing record fire early in training. Finally, Trainee

Retention Questionnaires repeated seven items relating to confidence in

using the weapon. All items on all the trainee questionnaires were in

an objective format. See Appendix A for further description of the questionnaires and Appendixes C, D, and E for copies of the questionnaires.

Population

Group characteristics are based on data collected at the Fort Jackson reception station during trainee in-processing. These data were

collected in personal interviews using a demographic data collection

form (UBAIS, BRIM Test Form 77908).

The population was composed of approximately 3,400 male and 1,000

female trainees. Table 2 summarizsu some demographic characteristics

of the test population.

The General Technical (GT) and General Maintenance (GH) scores are

from the Armed Services Vocational Aptitude Battery (ASVAD). General

Maintenance score, rifle experience, race, and sex were the Pirst four

predictors of BRM qualification scores (R - .34, p ( .001, R - .12).

Other demographic variables added little in predictive power to the

multiple correlation coefficient (Tierney, Caitner & Clayton, 1977a).

3

|a n o n
Table 2

Selected Characteristics of Test Population

Sex

Variable Male Female

Mean years

Age 19.6 20.4

Education 11.0 12.4

Mean

GT score 100.7 115.7

GM score 99.7 100.7

Percent

Prior rifle experience 73 36

Race: Black 41 29

White 51 66

Other 8 5

Component: RA 70 44

NG 24 40

ER 6 16

Data Collection

Pretraining questionnaires were administered in well-lighted classrooms by trained administrators. Procedural questions were answered and

clarifications were provided when requested, but discussion among trainees was prohibited. The Trainee Pretraining Questionnaires were given

prior to BRM period 1; Trainee Poottraining Questionnaires were given

after trainees fired Post Test II (i.e., after all BRM training and firing were completed). Posttraining questionnaires were typically given

in classrooms; the training schedule necessitated that some be given

during bivouac. In these latter cases, trainees completed the questionnaires while they stood at tables. Trainee Retention Questionnaires

were given in bleachers at the range immediately after trainees completed firing the retention Post Test, except that two retention groups

of 12 received the questionnaires in a classroom.

_4

- r 7 7l

S•j~f'• •• , r "• ' ... .. . . ..
All trainees participating in the test (approximately 850 males and

250 females per POI) received the pretraining and posttraining questionnaires (absentees excepted). Trainees participating in the retention

phase of the BRM Test constituted nonrandom samples of trainees complet- I ing each POI. The criterion used to select trainees for this phase of

the study was assignment to the Fort Jackson Training Center for Advanced

Individual Training. The exception was a group of female trainees who

were returned to Fort Jackson from Forts Gordon and McClellan to fire the

retention Post Test. Mean n's for retention samples were 66 males and

29 females per POI, with substantial variability in sample sizes (range

28 to 111 for males; 12 to 49 for females) dictated by the numbers available per POI for testing at each retention interval. All trainees available for retention testing (i.e., those still at Fort Jackson) participated in a retention test.

All questionnaires were administered by members of a team of trained

administrators. A standardized set of instructiona and quality control

procedures was used in all administrations (Appendix B).

F RESULTS

Results are reported by (a) responses to the pretraining questionnaires, (b) responses to the posttraining questionnaires, including repeated measures, and (c) responses to the retention questionnaires. Each

of these sections is further subdivided according to specific topics, as

appropriate. Partial results of analyses described below have been presented in other publications (Cartner, Mays, & Tierney, 1977; Tierney &

Cartner, 1977b; and USAIS, 1976a).

Statistically significant results are reported as p < .001, except

where noted. Where mean response values are reported, they were calculated by assigning the numeral I to A responses, 2 to B responses, and

so on. See Appendixes C through E for examples of items and for identification of scale direction for individual iteirs. 1

1Most of the data were analyzed using various statistical routines from

the BMDP computer package (Dixon, 1975). Some analyses were performed

with a Texas Instruments SR-52 programmable calculator. These analyses

used programs in the SR-52 Statistics Library (Texas Instruments, 1975);

summary descriptive statistics (e.g., cell frequencies) provided by

TCATA were the input for these analyses. TCATA support included receiving the data for key punching, building and editing the data base,

and providing descriptive statistics on all questionnaire items. All

analyses done using BMDP were also run by TCATA. Commercial designations are used for precision in reporting and do not constittite endorsesent by either ARI or the Department of the Army.

-.
Pretraining Responses

Attitudes Toward Training. Prior to BRM training, trainees were

asked questions such as how much they thought they would enjoy rifle

marksmanship, how easy they thought marksmanship training would be, and

about their confidence in their own marksmanship skills. Table 3 provides a brief description of 1.6 questions with the response means and

associated n for males and females. The column labeled "t-values" reveals a definite pattern; males held significantly more positive attitudes toward nearly all aspects of rifle marksmanship training.

Table 3

Pretraining Attitudes of Males and Females:

Mean Responses with Associated n and t

Males Females

Question number X n n t

1. Like firing 2.11 3,365 2.51 960 4.24

2. Like basic training 3.18 3,363 2.98 959 NS

3. Job importance of

rifle marksmanship 3.03 3 180 4.16 960 4.15

4. Confidence in success

in rifle training 2.29 3,362 2.65 960 3.87

5. Effects of instructor

pressure 2.48 3,345 2.64 959 NS

6. Ease of rifle training 3.47 3,360 3.95 960 3.45

7. Like rifle training 2.36 3,363 2.60 959 NS

8. Prior rifle experience 3.21 3,359 1.98 960 18.33

9. Hunting experience 2.93 3,364 1.58 960 20.76

10. Nervousness about firing 1.77 3,359 2.14 960 4.83

11. Confidence in explaining

inner workings of rifle 4.08 3,361 4.69 959 3.79

12. Confidence in hitting

target < 200 m in daylight 2.78 3,359 3.51 960 6.31

13. Confidence in hitting

target 200-400 m in

daylight 3.28 3,361 3.99 960 5.38

14. Confidence in hitting

target < 50 m at night 3.03 3,357 3.73 960 5.69

15. Confidence in zeroing rifle 2.99 3,350 3.54 960 4.58

16. Confidence that will fire

rifle in combat 1.88 3,350 2.61 959 7.85

Note: Question numbers in this and subsequent tables refer to item numbers in the questionnaire (see Appendix C).

NS not significant.

6

- na,
....... ~ ... r r - .- '~

Males expected to gain more enjoyment from firing the rifle and

anticipated that training would be easier than did females. Men also

had higher expectations for their own success in rifle marksmanship

training than did women. Males reported significantly more experience

in firing rifles and in hunting with rifles or shotguns; correspondingly,

they reported less nervousness about firing the Ml6AI rifle. Moreover,

men held rifle marksmanship skills to be more •nportant to the jobs they

wanted in the Army than did women. On five qusstions that directly addressed confidence in specific rifle marksmanship skills, males were

consistently more confident than females the greatest difference was

observed in their reported certainty of using their weapons in combat.

Performance Correlates. Table 4 presents correlation coefficients

that relate background data taken from the Trainee Pretraining Questiunnaire to Post Test I record-fire performance. Prior experience data

(rifles and hunting) were positively correlated for men with record-fire

performance. For women, self-reported nervousness about firing was negatively related to firing performance; prior rifle experience was positively related to firing performance. No other correlations were statistically significant.

I Table 4

Correlation of Background Data with Rifle Performance

Question number Males Females

8. Prior rifle experience .24* .19*

9. Hunting experience .21* .13

10. Nervousness about firing -. 12 -. 19"

17. Batting hand -. 03 -. 02

18. Need glasses .04 -. 01

19. Language spoken at home -. 05 -. 07

20. Difficulty understanding

English -. 08 -. 13

21. Number team sports .05 .02

*p <.05.

Poottraining Responses and Repeated Measures

Enjoyment of Training. Three questions were asked both before and

after BRM about the enjoyment of training. Both male and female trainees

thought they wouli "like" basic training; there was no before-after

change in this opinion. Male trainees, however, anticipated greater

7

%* -
liking for firing the M16Al than did females. Men anticipated liking

firing "very much," and the mean response for women was between "like

very much" and "like" [F(1,1815) - 45.97). Poettraining responses were

similar to pretraining responses. Finally, trainees were asked how much

they thought they would like BRM training. There was a small though

statistically significant difference between the responses given by men

and women; men anticipated somewhat greater enjoyment of BRM [F(l,1811) -

29.65]. Posttraining estimates of enjoyment of BRM declined somewhat for

both sexes [F(1,1811) - 25]. Table 5 depicts these results, using posttraining data. There were no significant differences in trainee responses across the four POI for any of the three items.

Table 5

Mean Posttraining Estimates of Enjoyment of Training

for Males and Females

Question number Males 6X) Females 6X)

1. Like basic training 3.07 2.98

2. Like firing rifle 2.00 2.40

3. Like rifle training 2.42 2.89

Importance of Rifle Marksmanship to Career. Male trainees considered rifle marksmanship more important to the jobs they wanted in the

Army than did female trainees [F(1,1809) = 140.061. Men considered rifle

marksmanship "fairly important"; women considered it of "borderline" importance (Table 6). Both sexes, however, viewed marksmanship as less important after training than before training [F(1,1809) - 96.21).

Table 6

Mean Estimates of Importance of Marksmanship Skills

Sex Pretraining Posttraining

Male 3.03 3.22

Female 4.16 4.58

iI
Confidence in Marksmanship Skills. Nine questions pertained to

various aspects of self-confidence in marksmanshipi eight were asked

both before and after training.

To the question, "Did you do better or worse than you expected in

training on the M16 Rifle?," both males and females replied that they

S-, had done a little better than expected Or - 3.24). The remaining questions produced different responses between women and men. These questions were the repeated items, and all but one showed a significant

change from pretest to posttest. Table 7 gives these mean pretraining

and posttraining responses and inferential statistics.

Table 7

Mean Estimates of Confidence in Marksmanship Skills

Pretraining and

posttraining

Pretraining Posttraining (repeated)

Question Male Female Male Female Sex measure

How easy BRM 3.47 3.95 2.53 2.97 27.40 373.55

Nervousness about

firing 1.77 2.14 1.42 1.63 27.78 145.32

Knowledge of rifle 4.08 4.69 3.20 3.68 106.22 486.47

Ability to zero 2.99 3.54 2.53 2.89 46.49 118.25

Hit targets < 200 m 2.78 3.51 1.96 2.43 133.43 545.81

Hit targets 200-

400 m 3.20 3.99 2.97 3.55 137.66 87.40

Hit targets at

night 4 50 m 3.03 3.73 2.36 2.75 103.17 433.35

Fire rifle in

combat 1.88 2.61 1.85 2.44 109.00 NS

9

"4- I i l I l

• p.. ir• •i ro • I i•_..•, rrlI "" li
, ,, ,,,,y, q ,, ̧ ̧, ,,, , ,

Table 7 reveals that males expressed more confidence than females

on all items, the greatest differences occurring in responses concerning

ability to hit targets between 200 and 400 m and targets closer than

200 m. Confidence increased as a function of training in seven of eight

questions for males. Only confidence that the weapon would be fired in

combat failed to show a statistically significant change. The mean male

pretest response for this latter item, however, was between "ixtremely

sure" and "very sure" to fire. Confidence as measured by these eight

questions increased in all cases for women, although the increase shown

in the combat question was small (F(1,1805) - 13.56, (repeated measures x

sex of trainee interaction)).

Mean response values shown in Table 7 indicate that greatest confidence was expressed concerning lack of nervousness about firing the M16

rifle and certainty of firing the M16 in combat. Least confidence was

expressed concerning the ability to explain the workings of the M16

rifle.

Trainees were more confident that they could hit close targets than

more distant targets. Confidence in hitting all targets increased with

training. Women showed a greater increase in confidence than men for

explaining the workings of the rifle [F(1,1790) - 15.75, (RS)I. They

also showed a slightly greater decrease in nervousness about rifle firing

[F(1,1808) - 11.84, (RS)1 and a somewhat greater increase in confidence

in night firing ability EF(1,1811) - 14.04, (RS)]. The differential increase in night-fire confidence for females versus males occurred primarily in two POs (35- and 62-hour), as evidenced by sex x POX, repeated

measures x POI, sex x repeated measures, and sex x repeated measures x

POI interactions [F(3,1811) - 11.52, F(3,1811) - 12.45, F(l,1811) -

14.04, F(3,811) - 12.10).

Instructional Effectiveness. Trainees rated their BRM training between "very effective" and "fairly effective" CX - 2.46). Male trainees believed that the Army made better use of their time than did female

trainees [F(1,472) - 65.041, with males responding that time was "used

well" ( - 2.60) and females saying "so-so" (X- 3.67).

Trainees were asked to evaluate the phases of BRM training in terms

of difficulty (on a 7-point scale where 1 - easiest and 7 - hardest) and

of helpfulness to shooting qualification scores (where I - most helpful and 7 - least helpful). Table 8 presents the results as mean ratings.

Mechanical training was perceived to be the easiest phase of training

and automatic fire the most difficult. Instruction in marksmanship fundamentals was considered most helpful in preparing the trainee for

qualification.

10

-'-",p

S•i !r'"ll" • •L'' • •••-r "',• •,,••.'•• , - •- •. .
ii

Table 8

Difficulty and Helpfulness of Each Phase

of BRM Training Expressed as Mean Ranks

Phases of training Difficulty Helpfulness

Mechanical training 2.17 3.12

Marksmanship fundamentals 3.11 2.64

Battle sight zero 4.12 3.18

Field fire 4.00 3.73

Record fire 4.47 4.20

Night fire 4.54 4.94

Automatic fire 4.93 a

Notet Phases were ranked from easiest (rank 1) to

most difficult (rank 7) and from most helpful (rank 1) to least helpful (rank 7).

aMissing data.

Trainees were asked at both pretest and posttest whether or not instructor pressure would help or hurt their marksmanship performance.

Men more frequently responded that instructor pressure would aid their

performance than did women [F(1,1812) - 14.59]. After training, however,

both men and women were less likely to respond that pressure helped their

performances [F(1,1812) = 213.95]. Men believed it "helpful somewhat"I

women thought it had "no effect." A number of questions focused on additional aspects of instructional delivery. Table 9 gives mean responses

to each question for males and for females. Analyses of variance for

these items revealed no significant program differences and only one sex

difference.

According to the data in Table 9, trainees perceived their instructors as caring "quite a bit" about whether the trainees were learning

marksmanship and as having "a great deal" of knowledge and skill. Instruction was "easy" to understand, mistakes were corrected "most of the

time," and coaching "helped somewhat."

Hours of Instruction. Trainees were asked their opinions of the

amount of instructional time received in the various skills needed to

fire the M16AI rifle. Table 10 gives the hours of instruction scheduled

by POI for each phase of training.

11

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __t
Table 9

Mean Responses for Six Questions About

Effectiveness of Instruction

Mean responses

Question number Male Female

4. Effect of instructor pressure 2.48/3.05a 2.64/3.70a

25. How much instructors care 1.75 1.82

26. Instructor's knowledge and skill 1.42 1.43

24. Comprehension of instruction 2.53 2.68

28. Frequency of instructors explaining

how to correct mistakes 2.00 2.08

22. Effect of instructor coaching 2.53 2.55

apretest/posttest response means.

Table 10

Comparison of Hours of Instruction Scheduled for

Each Phase of Each POI

POI

Subject 77-hr 62-hr 49-hr 35-hr

Mechanical training 4 4 4 4

Marksmanship fundamentals and battle

sight zero 22 16 20 8

Field fire 30 24 8 12

Record fire 10 10 12 5 Automatic fire 3 3 3 3

Night fire 8 5 2 3

Total hours 77 62 49 35

Si

J .... "12
There were three sets of questions: the first set directed single

questions to adequacy of instructional time in each of four phases of

instruction, and tho second and third sets focused on instructional time

for specific marksmanship tasks taught during the battle sight zero and

field-fire phases of instruction. Table 11 summarizes the data, giving

mean responses for all trainees. The data for males and females were

combined, since no significant differences in responses of men and women

occurred for any of the 15 items. The response scale for each item was

a 7-point symmetrical scale from "need very much more" to "need very

much less" instruction.

Table 11

Mean Ratings of Adequacy of Instructional Time

Question number Mean rating

Individual phases of instruction

41. Mechanical training 3.62

42. Marksmanship fundamentals 3.61

43. Night fire 3.37

44. Automatic fire (in daylight) 3.29

Marksmanship tasks for zeroing the rifle

45. Sight adjustment 3.46

46. Shot group analysis 3.58

47. Sight alinement 3.66

43. Sight picture 3.73

49. "8" steady hold factors 3.76

Marksmanship tasks taught during field fire

. 50. Firing positions 3.79

1* 51. Target detection 3.54

52. Range estimation 3.45

53. "S" steady hold factors 3.81

54. Sight picture 3 .84

55. Fire and reload 4.04

13

-- v

6 .
In general, trainees responded that the amount of training received

(instructional time) was "about right." Automatic fire and night fire

were perceived as needing "slightly more" instructional time; instruction in fire and reload techniques received the highest rating and was

judged to need no additional instructional time. Analyses of variance

for differences across the POX yielded one significant 4ifference: there

was a differential rating of adequacy of instructional time for night

fire [F(3,472) - 8.33]. Table 12 gives the mean response for each POI

to the night-fire question.

Table 12

Mean Rating of Adequacy of Instructional

Time for Night Fire

Hours night-fire POX instruction Mean rating

S77-hr 8 3.57

S62-hr 5 3.60

S49-hr 2 2.93

35-hr 3 3.39

Mean ratings assigned to each POI roughly corresponded to the relative amount of night-fire instruction offered in each program. The 49-hr

POI received the lowest rating; it was judged to require "slightly more"

instructional time.

Rounds Fired. The live-fire phases of BRM require varying numbers

of rounds (by PO) to be fired by trainees. Table 13 shows the number

of rounds programed for each phase of each POI.

- ITrainees were asked whether or not they fired enough rounds to learn

to "zero" (i.e., obtain battle sight zero) the Ml6Al rifle. The "roundsfired" question was repeated four times, once for each live-fire phase of

training. Table 14 presents the percentage of trainees who responded affirmatively to each question.

14

- '
.' '. .A f lr{ W..r . •71" -

Table 13

Comparison of Rounds of Ammunition Programed

for Each Phase of Each POX

POI

Subject 77-hr 62-hr 49-hr 35-hr

Marksmanship fundamentals and battle

sight zero 93 45 48 42

Field fire 293 214 48 118

Record fire 80 80 100 40

Automatic fire 90 42 36 45

Night fire 164 132 30 89

Total rounds 720 513 262 334

Table 14

Percentage of Trainees Satisfied They Had Fired

Enough Rounds to Learn Specific

Marksmanship Tasks

Question number Yes responses

Percent

( Fired enough to learn

33. field-fire techniques? 81

35. automatic fire techniques (daylight)? 64

37. night-fire techniques? 76

39. Needed to fire more rounds to improve

record-fire score? 46

44

!~.

,-- .
Thus, 46% of the trainees believed they could improve their recordfire score if they had an opportunity to fire more rounds for record.

Thirty-six percent believed they needed to fire more rounds to learn

techniques of automatic rifle fire, and 24% believed more rounds were

required for night fire. There were no statistically significant differences in frequency of "yes" responses across POI for the questions

concerning rounds for zeroing and record fire. A small but statistically

significant difference did exist across POI for field-fire rounds

[F(3,2828) = 8.011. The "yes" responses ranged from 87% for the 77-hr

POX to 78% for the 35-hr POa. The questions concerning automatic fire

rounds and night-fire rounds produced larger differences by POI, as well

as large differences by sex of trainee. Table 15 provides the frequency

of "yes" responses by sex and by POI for both questions.

Table 15

Percentage of Trainees Satisfied They Had Fired

Enough Rounds to Learn Techniques of

Automatic Fire and Night Fire

Yes responses

Question number POI Male Female

Hr Percent

Fired enough to learn:

35. Techniques of automatic fire 77 79 65

(daylight)? 62 57 37

49 70 57

35 69 53

37. Techniques of night fire? 77 85 67

62 83 80

49 66 56

35 79 74

Reading across by POI shows that many trainees in the 62-hr POX did

not believe they fired sufficient rounds for automatic fire training

(F(3,2836) - 30.381. Moreover, for all POI, women were more likely than

men to respond that they neaded to fire more rounds to learn automatic

fire [r(1,2836) - 50.77]. Night-fire rounds for the 49-hr POX were

least frequently judged to be adequate, with night-fire rounds for the

three remaining POX judged adequate more frequently [F(3,2852) - 29.76).

As in automatic fire, women more frequently said they needed to fire more

rounds for night fire than did men [F(1,2852) - 24.08).

16

7 m
Practice Record Fire. All trainees were asked if having an opportunity to fire a practice record fire "...is a good or bad idea?" They responded thaz it was a "very good" idea (Y - 2.20). Trainees who fired

the practice record fire inmmediately after fundamentals training (limited

training control groups) were asked five additional questions concerning

the effect of this practice on subsequent BRM performance. Table 16 summarizes their responses.

Table 16

Effects of Firing a Practice Record Fire

Early in Training

Question number Mean response

Did practice record fire:

5-pt. scale

67. Help identify task requirements? 2.0

7-pt. scale

68. Help or hurt confidence? 2.6

69. Help or hurt final score? 2.2

70. Increase interest in firing M16? 2.3

71. Make subsequent M16 training easier? 2.2

These data indicate a strong pattern of positive attitudes toward

receiving early exposure to the record-fire range and practice in the

record-fire tasks. Responses were similar across POI and sex of trainee.

Training Devices. Trainees were asked whethar or not they had used

each of six training devices and were then asked to choose the one dev.•ce

they found most beneficial in learning marksmanship fundamentals. Table 17 presents these data.

Only two devices (dime/washer exercise and target box exercise) were

checked as being used by the majority of trainees. For the other four

devices, 30%-40% of trainees were not certain whether or not they had

used the device. Nearly half the trainees selected the dime/washer exercise as the most helpful training aid for instruction in marksmanship

fundamentals.

17

IO
Table 17

Relative Frequency of Trainees Who Used Each Training

Device and Who Selected Each Device as

"Most Helpful"

Percent

Used device Selected device as

Question number Yes No Not sure most helpful

59. Paige sighting device 29 33 38 7

60. M15 sighting device 25 42 34 5

61. M16 sighting device

(the "cheater") 36 33 30 15

62. Dime/washer exercise 77 13 10 47

63. Target box exercise 67 16 18 21

64. Transportation exercises 30 28 41 6

Nervousness About Qualification. Trainees were asked if thinking

about having to qualify with the M16 made them nervous and if they got

"choked up" during record fire and did not do as well as they could have

done. Mean responses indicated that most trainees "perhaps agreed" with

both statements (O - 3.3 and R - 3.2), but there was considerable variance in response (SD = 1.88) for each question.

Missed Training. Approximately 20% of trainees reported missing

training that they did not subsequently make up, and 10% reported missing as many as three or more firing exercises which they did not make

up.

Sighting. For 82% of trainees, the right eye was their preferred sighting eye for firing the rifle; 15% sighted with the left eye, and 3%

reported indifference as to sighting eye. Similarly, 80% reported firing

from the right side and 16% from the left, and 4% reported they could

fire from either side. The vast majority (91%) of trainees reported

sighting with only one eye open.

Retention Questionnaire Responses

All seven items in the retention questionnaires, which were administered 4, 6, and 8 weeks after completion of the training tests, dealt with confidence in knowledge and use of the M16A1 rifle. One-way, analyses of covariance were computed for each item, using the trainees' responses to the same items on the posttraining questionnaire as the covariate. Sex of trainee was the main treatment variable. Table 18 gives

wihcniecpnkoldeadueo h lA il.Oewy nl--
the main response for males and females to each item, with the associated

F values.

Table 18

Mean Response for Males and Females with F Values

and Degrees of Freedom for Retention

Questionnaire Items

Sex of trainee

Question number Male Female P df

1. Nervousness about firing 1.31 1.55 13.02 1,597

2. Knowledge of rifle 2.96 3.66 26.37 1,597

3. Hit targets < 200 m 2.06 2.56 10.91 1,597

4. Hit targets 200-400 m 2.98 3.75 25.96 1,597

5. Hit targets at night < 50 m 2.03 2.49 NS

.6. Ability to zero 2.35 3.93 16.91 1,297

7. Fire rifle in ccmbat 1.85 2.33 NS

NS - not significant.

At the retention of skills phase of the BRM Test, males remained

more confident than females on five of the seven confidence questions.

The smallest differences between group means (for items which yielded

statistically significant differences) was in nervousness about firing

the N16A1 rifle. The greatest differences were in self-reported ability

to explain the workings of the xifle and to hit targets in the 200-400 m

range band. Questions concerning night-firing ability and confidence in

use of the weapon in combat failed to yield statistically significant

differences.

DISCUSSION

General Reactions to Training

In overview, trainees expressed a lukewarm reaction to Basic Training, saying they "liked" it. In comparison, they regarded rifle marksmanship training and rifle firing more positively (i.e., "like very

much"). These attitudes remained stable from pretest to posttest, indicating that marksmanship training was generally well received. Opinions were not influenced by POX, in spite of a frequently held opinion

among cadre that trainees became bored with the lengthy 77-hr POX

19

- -- ------- ;-,
(Tierney G Cartner, 1978). In fact, the opinion was common among cadre

that female trainees became bored with any Pn1 longer than about 50 hr.

The male trainees liked rifle marksmanship somewhat more than did

female trainees, the difference being attributable at least in part to

the effects of prior rifle-firing experience. Males had greater prior

experience with rifles than did females. Furthermore, rifle experience

was positively correlated with both rifle marksmanship performance

(r - .21, p < .05) and with attitudes toward rifle marksmanship %Tierney

& Cartner, 1977b). For example, prior rifle experience was positively

correlated with liking rifle marksmanship for both males (r - .27,

p < .01) and females (r - .35, p < .001). There was a significant difference between the magnitudes of the lattor two correlations (Z - 2.46,

p < .025), indicating that prior rifle experience is an even more important determinant of certain attitudes toward marksmanship for women

than for men. Thus, the differences in attitudes of male and female

trainees toward liking rifle marksmanship training can be ascribed in

part to differences in prior experience.

The more relevant question for the course designer and program

evaluator is whether or not these attitudes affect performance outcomes.

We found no meaningful correlation between attitudes expressed at pretraining and subsequent marksmanship performance. The attitudinal differences between males and females on issues such as liking rifle marksmanship and importance of rifle marksmanship to career did not contribute

substantively to the mean performance difference between males and females observed in the BRM Test.

Trainee Confidence

The data pertaining to confidence in marksmanship skills indicate

that males are generally more confident than females. Once again, however, this difference rests in part on the differential experience of

the men and women with small arms (Tierney & Cartner, 1977). That is,

women who have prior rifle experience tended to express greater confidence in their marksmanship skills than those who did not have such

prior experience.

Lenney (1977) has suggested that women tend to be less confident

than men under specific conditions: when performing traditionally maleoriented tasks, when there is emphasis on social comparison (e.g., competition), and when they lack task background information. All these

conditions apply to women participating in rifle marksmanship training

Lenney's hypotheses suggest that increases in task information resulting

from training would lead women to estimate more correctly their abilities. In fact, in the current study, the confidence of both men and

women increased with training, these increases being larger for women

than for men in four cases, and smaller in no case. In most cases, however, women remained less confident than men at the end of training.

20 •I
.. .w, , -. -........... . -.

These results are consistent with two other observations. First, women

showed greater porformance improvements than mer from early to late in

training. Second, end-of-course performances for females remained somewhat below that of males (USAIS, 1976a).

Confidence, therefore, qenerally increased with training. Correlation between confidence measures that were specific to the performance

test (e.g., hitting targets at various ranges) and actual performance

scores also increased as a function of completing training. 'or example,

the question concerning hitting targets closer than 200 m showed a pretraining to posttraining increase from r - -. 13 to r - -. 30 (males) and

r - -. 08 to r - -. 42 (females). (The negative signs reZlect scale arrangement. Low numerals represented higher levels of confidence expressed by the respondent.) When this correlation increased as a result

of training, the increase was greater for females. Both the increase in

confidence expressed at posttest and the increase in correlation between

confidence measures and performance measures were typically sustained at retention testing. The general trend for confidence measures to exhibit

no decrement at retuntion testing was consistent with the failure to observe a decrement in marksmanship proficiency at retention testing

(USAIS, 1976a).

In summary, although men were more confident than women prior to

training, confidence in skills did not significantly contribute to subsequent performance. Training generally led to concomitant increase in

both skill level and confidence level, the increase in both frequently

being greater for femalen than males. Women, however, typically failed

to completely overtake men in either performance or confidence. Finally,

female trainees were no more likely than male trainees to underestimate

their skills, once they had gained appropriate information about the

task. In fact, the higher end-of-course correlations fox females than

males on the task-specific questions suggest that women were less given

to misjudging their skill level at the end of training than were men.

Trainee estimates of their own skill levels were generally unrelated

to POI. The cadre, on the other hand, had much less confide.tce in the

skills of trainees who participated in the two shorter POI (Tierney &

Cartner, 1978). There was only one occasion in which trainen confidence

was influenced by POI (females completing the 35- ani 62-hr POle were

somewhat more confident in their night-fire skills than females completing the 49- and 77-hr POIs). In this case, one of the two shorter PO8

was judged superior by trainees as reflected in confidence estimates.

Instructional Effectiveness

Trainees gave mixed opinions of the overall effectiveness of BRM

training. They characterized the training received as between "fairly

effective" and "very effective," but women trainees had a decidedly ambivalent view of how well their time was used during training. This result contrasts to the cadre view that time was well-used in all four

21
, ,-. • . • .... 7• • ,•. ... • ..• • .. , .. • . ,• ,,. • • •L ... • -,- . •, : ,• • ., •, .............. .. 

POls (Tierney & Cartner, 1978). The negative ends of the scale in these

questionnaires were relatively little used, e.g., the mean response fell

more than 1/2 point above the midpoint in only two cases. In our opinion, therefore, the "so-so" response given by the women takes on a more

negative valence.

Trainees ranked the earlier portions of training (e.g., mechanical

training and marksmanship fundamentals) as relatively easy. Nonetheless,

these segments of training were ranked as the most helpful. Battle sight

zero was ranked as moderately difficult, but relatively high in helpfulness. These reactions are in substantive agreement with the cadre's

estimates of the importance of the early phases of training (Tierney &

Cartner, 1978). The importance of battle sight zero is substantiated by

performance data that show achievement of battle sight zero to be the

second most important contributor to the prediction of rifle marksmanship proficiency (Tierney, Cartner, & Clayton, 1977).

The six questions exploring various dimensions of the quality of instructional delivery yielded generally positive responses. Trainees expressed h.gh regard for the skills possessed by their instructors and for

their care and diligence in providing corrective feedback. These estimates were congruent with the cadre's own estimates of how well their

instruction could be understood and how frequently they could correct

trainee mistakes (Tierney & Cartner, 1978).

The trainees were less positive, however, concerning the effects of

having pressure brought to bear on them during training. Female trainees

in particular did not believe that such pressure was beneficial to their

performance. In the report of cadre attitudes (Tierney & Cartner, 1978),

it was argued that such pressure could frequently be expected to have

detrimental rather than beneficial effects. This effect is most likely when pressure is expressed in an explicitly negative rather than constructive form.

The present data clearly indicate that trainees did not hold pressure placed upon them in the same high regard as they held the other

aspects of instructional delivery. When feedback was described in the

questionnaires as "correcting mistakes" and "coaching," trainee evaluations were considerably more positive than when the question addressed

"instructor pressure." Moreover, both sexes felt significantly less

favorable toward the effects of such pressure after training than before trairing.

The effects described in this section appeared to apply equally to

all four POIs.

' 1..22

IA
POX Effectiveness

The four POls evaluated during the BRM Test varied primarily in

scheduled hours of instruction and programed rounds of asmunition. Responses to questions on both topics reflected a general satisfaction

with the amount of training received. There were, however, some notable

exceptions.

Both instructional time and instructional rounds were viewed as

less adequate for automatic fire and night fire than were time and

rounds for the other phases of training. Regarding specific POls, the

4S-hr POX provided the least time and fewest rounds for night-fire instruction. The trainees' ratings reflected this, the 4?-hr POX receiving discernibly lower ratings than the other three POIs for adequacy of

both hours and rounds. Women in general, and for the 49-hr POI specifically, more frequently expressed the opinion that they needed to fire

more rounds to learn techniques of night fire.

Over one-third of the trainees believed they needed to fire more

rounds to learn automatic fire. This result corresponded to that for

the automatic fire phase of instruction, which has the lowest mean

rating for adequacy of instructional time. Automatic fire was also

ranked the most difficult phase of training. As with night fire, more

women than men believed they needed to fire more rounds to learn automatic rifle marksmanship. Moreover, trainees who completed the 62-hr

POI were more likely to conclude that more rounds were required for

automatic fire than were trainees from the other three POIs. Since this

POI allocated about the same number of rounds for automatic fire as did

two of the remaining three POls, it is concluded that this attitudinal

difference is due to the use in the 62-hr POI of targets at a range of

75 m. The three other POIs used targets at 25-m and/or 50-m ranges, but

the 62-hr POI required firing 30 of the 42 automatic fire rounds at

75-m pop-up targets. Firing automatic fire at 75-m distance targets is

considerably more difficult than firing at 25-m and 50-m targets (Klein,

1969). Hence, the relatively difficult nature of the task accounts for

the judgment that more rounds were needed for automatic fire in the 62-

hr POX.

There is considerable contrast between the responses of trainees

concerning the adequacy of instructional hours and rounds and the responses of their cadre to comparable questions. The cadre perceived the

two shorter POIs (35- and 49-hr) to be deficient with respect to both

hours and rounds, particularly in the earlier phases of training such as

marksmanship fundamentals (Tierney G Cartner, 1978). Regardless of POl,

the trainees generally evaluated the amount of training received to be

sufficient. Also contrary to cadre opinion, the earlier portions of

training were generally Judged more adequate than the night-fire and

automatic fire phases. Only in the latter areas of training were differential responses elicited.

23

I V

Vtt

i 4 i. % 
According to Tierney & Cartner (1978), the negative opinions held

by the cadre against the shorter POls were due in large part to preconceived biases. This opinion was based upon multiple lines of evidence,

particularly the inconsistencies between the attitudes expressed by the

cadre and the marksmanship performance generated within each POX. The

trainees' perceptions of the general adequacy of BRM instruction is consistent with the interpretation that cadre opinion reflected biases.

During the BRM Test, each trainee was exposed to only one of the

four POIs. Accordingly, where trainee responses differentiated among

the POls, e.g., automatic fire and night fire, such results indicate a

strong treatment effect. Moreover, in those areas that showed response

differences related to POI, the attitudinal data were consistent with

specific variations in POI design. It is concluded, therefore, that

these opinions of the trainees should receive strong consideration in

future redesigns of rifle marksmanship training.

A final point pertains to POI effectiveness and course design.

Considerable unanimity existed among koth cadre and trainees about the

merits of a record-fire practice. This concept is congruent with a

major tenet of performance-oriented training: a training program should

"train to the test." Although the current record-fire exercise is not a

valid representation of the task requirements in combat marksmanship

(Klein & Tierney, 1978; Rosen & Behringer, 1977), the present data

clearly attest to the value of explicit practice in the terminal marksmanship tasks. This judgment should be extrapolated to future revisions

of rifle marksmanship qualificatlon scenarios.

CONCLUSIONS AND RECOMMENDATIONS

The primary conclusion is that trainees expressed generally positive attitudes toward BRM training. However, female trainees were more

critical than their male counterparts. For example, questions concerning how well time was used and the effects of instructor pressure on

performance revealed a greater skepticism among females. Their replies

to these items suggest the women were more aware of the inefficient and

unproductive aspects of training. This tendency to be more questioning

is consistent with the facts that the average woman in this sample was

older, better educated, and of higher general aptitude than the average

man in the sample.

Trainees agreed with their cadre concerning the importance of the

4! early phases of marksmanship training and found the training they received during these phases helpful and generally adequate in length and

rounds fired. The automatic fire and night-fire portions of training,

however, were considered difficult and in need of augmentation in both

training time and rounds. The 49-hr POX was found to be the most deficient in night fire; rounds for automatic fire were found lacking in

the 62-hr POX. The latter effect was likely due to the relative difficulty of firing in the automatic mode at targets 75 m distant. Across

24

-~A >....
all POIs, automatic rifle firing was found to be the most difficult

phase of training and the most in need of additional training time and

rounds.

The data also indicate that providing specific practice in terminal

marksmanship qualification tasks can be expected to have positive motivational benefits. Such benefits would presiuably accrue in addition to

the educational value associated with the precepts of "training to the

test."

Finally, although pretraining attitudes showed no systematic relationship to subsequent marksmanship performance, the typical female

trainee is nonetheless at a potential motivational disadvantage because

of her relative inexperience with firearms. This disadvantage could be

partially alleviated by the introduction of compensatory information as

early as possible in the training cycle. Appropriate topics would include generic background on small arms and specific information on the

characteristics of the Ml6Al rifle. A mechanism such as the Training

Extension Course (TEC) lessons could supplement the information already

provided by the cadre and help assure a comparable information base for

all trainees entering BRM. Using TEC, however, would require extending

the current Ml6A1 TEC series (four lessons on mechanical aspects of the

Ml6AI rifle) to both general background on firearms and techniques of

M16A1 rifle marksmanship.

25

NL_
REFERENCES

Cartner, J. A., Mays, P. V., & Tierney, T. J., Jr. Sex Differences in

Expectations of a Male-Oriented Task: A Study of Army Basic Rifle

Marksmanship Trainees. Paper presented at the Annual Southeastern

Psychological Association Convention, Hollywood, Fla., May 1977.

Department of the Army. Army Subject Schedule 23-71. 0ashington, D.C.:

Author, 1974. (a)

Department of the Army. Field Manual 23-9, M16A1 Rifle and Rifle Marksmanship. Washington, D.C.: Author, 1974. (b)

Dixon, W. J. (Ed.). BMDP - Biomedical Computer Programs. Los Angeles:

University of California Press, 1975.

Dyer, R. F., Matthews, J. J., Wright, C. E., & Yudowitch, K. L. Questionnaire Construction Manual (Revised by C. 0. Nystrom). Alexandria,

Va.: ARI Special Publication P-77-1, 1977.

Klein, R. D. Infantry Weapons Test Methodology, Study: Quick-Fire Experiment I Final Report. Fort Benning, Ga.: U.S. Army Infantry

Board, June 1969.

Klain, R. D., & Tierney, T. J., Jr. Analysis of Factors Affecting the

Development of Threat Oriented Small Arms Training Facilities.

Alexandria, Va.: ART Technical Report TR-78-B2, 1978.

Lenney, E. Women's Self-Confidence. Psychological Bulletin, 1977, 84,

1-13.

Rosen, M. H., & Behringer, R. D. Final Report M16AI Rifle Marksmanship

Training Dovelopment (2 Vols). Falls Church, Va.: Mellonics Systems Developmenf Division, September 1977.

Texas Instruments, Inc. Program Manual ST1: Statistics Library.

Dallas: Author, 1975.

Tierney, T. J., Jr., & Cartner, J. A. Basic Rifle Marksmanship Test:

Cadre Pretest and Poettest Attitudes. ARI Research Problem Review

78-7, 1978.

Tierney, T. J., Jr., & Cartner, J. A. Basic Rifle Marksmanship Test:

Sex Differences in Predictions of Confidence in Performance (Draft).

Fort Benning, Ga.: ARI Field Unit, unpublished manuscript, June

1977.

27

I • , " • 4 4 -. • 't *
Tierney, T. J., Jr., Cartner, J. A., & Clayton, M. S. The Role of Demographic Variables in Field Tests of Training Systems. Proceedings

of Fifteenth Annual U.S. Army Operations Research Symposium (AORS XV)

(Vol. II). Denver: U.S. Government Printing Office, 1977. (a)

Tierney, T. J., Jr., Cartner, J. A., & Clayton, M. S. Prediction of

Performance and the Assessment of Training Effectiveness: A Multivariate Approach. Paper presented at the 39th annual Military Operations Research Society Symposium, Annapolis, Md., June 1977. (b)

United States Army Infantry School. BRM Test Decision Briefing. Briefing presented to Commanding General, U.S. Army Training and Doctrine

Command, Fort Monroe, Va., December 1976. (a)

United States Army Infantry School. Test Plan for Basic Rifle Marksmanship Test. Fort Benning, Ga.: Author, 1976. (b)

Winer, B. J. Statistical Principles in Experimental Design. New York:

McGraw-Hill, 1971.

28

Al.
APPENDIX A

QUESTIONNAIRE CONSTRUCTION

The construction of the BRbI Trainee questionnaires is described

herein. Copies of these questionnaires can be found in Appendixes C,

D, and E.

The trainee questionnaires were constructed with primary focus on

the major test issues. These issues were the training effectiveness of

the alternative POI and the effects of reducing hours of instruction and

rounds fired. Questions addressed both overall instructional and POI

effectiveness, as well as the individual parts of current BRM training.

Additional questions concerned confidence in performance, enjoyment of

training, and other training issues. Background information on respondents was also requested.

An initial item pool was prepared by civilian psychologists and

military research specialists. Item topics were based on information

gained from source documentation [e.g., Army Subject Schedule 23-71 (Department of the Army, 1974a), Field Manual 23-9 (Department of the Army,

1974b)), discussions with the proponent for the Ml6A1 rifle (U.S. Army

Infantry School), and the senior author's involvement in the preparation

of the test plan for the BRM Test.

A primary technical source used was a draft copy of the Questionnaire Construction Manual (Dyer, et al., 1977). Particular attention

was given to using a basic English vocabulary, balanced rating scales, and descriptors for those scales having demonstrated discriminability.

Pretesting for the trainee questionnaires involved a progressive

administration and revision process. Items were first screened for appropriateness and ease of comprehension. The questionnaires were then

administered to two officers and five NCOs and enlisted personnel attached tc the ARI-Fort Benning Field Unit and one officer in the BRM

Test Directorate. The next revision was administered to 20 enlisted

personnel at the U.S. Army Infantry Center. Eight males and two females

completed the pretraining questionnaire and a separate group of eight

males and two females completed the posttraining questionnaire. The

subsequent revisions were pretested at Fort Jackson. The pretraining

questionnaires were given to 15 men and 16 women who had not yet begun BRM training. The posttraining questionnaires were completed by 15 men

and 15 women who had recently completed BRM. The questionnaires then

received ARI review.

At the time of printing, it was planned that the Army Subject

Schedule POI would be conducted using 72 instructional hours. Subsequently it was determined that this POI would be run using 77 hours of

Sinstruction. Thus the description of this POI in the questionnaire as

72 hours in length was in error in light of the later decision.

29

07 s W-3Wk

*7f
APPENDIX A

QUESTIONNAIRE CONSTRUCTION

The construction of the BRM Trainee questionnaires is described

herein. Copies of these questionnaires can be found in Appendixes C,

D, andE.

The trainee questionnaires were constructed with primary focus on

the major test issues. These issues were the training effectiveness of

the alternative POI and the effects of reducing hours of instruction and

rounds fired. Questions addressed both overall instructional and POI

effectiveness, as well as the individual parts of current BRM training.

Additional questions concerned confidence in performance, enjoyment of

training, and other training issues. Background information on respondents was also requested.

An initial item pool was prepared by civilian psychologists and

military research specialists. Item topics were based on information

gained from source documentation [e.g., Army Subject Schedule 23-71 (Department of the Army, 1974a), Field Manual 23-9 (Department of the Army,

1974b)], discussions with the proponent for the M16A1 rifle (U.S. Army

Infantry School), and the senior author's involvement in the preparation

of the test plan for the BRM Test.

A primary technical source used was a draft copy of the Questionnaire Construction Manual (Dyer, et al., 1977). Particular attention

was given to using a basic English vocabulary, balanced rating scales,

and descriptors for those scales having demonstrated discriminability.

Pretesting for the trainee questionnaires involved a progressive

administration and revision process. Items were first screened for appropriateness and ease of comprehension. The questionnaires were then

administered to two officers and five NCOs and enlisted personnel attached to the ARI-Fort Benning Field Unit and one officer in the BRM

Test Directorate. The next revision was administered to 20 enlisted

personnel at the U.S. Army Infantry Center. Eight males and two females

completed the pretraining questionnaire and a separate group of eight

males and two females completed the posttraining questionnaire. The

subsequent revisions were pretested at Fort Jackson. The pretraining

questionnaires were given to 15 men and 16 women who had not yet begun

BRM training. The posttraining questionnaires were completed by 15 men

and 15 women who had recently completed BRM. The questionnaires then

received ARI review.

At the time of printing, it was planned that the Army Subject

Schedule POI would be conducted using 72 instructional hours. Subsequently it was determined that this POI would be run using 77 hours of

ginstruction. Thus the description of this POX in the questionnaire as

72 hours in length was in error in light of the later decision.

29

4L.

_/~4~I
BI

April 1976

APPENDIX B

TEST ADMINISTRATOR INSTRUCTIONS

During the next several weeks, a TRADOC sponsored test will compare four

Basic Rifle Marksmanship (BRM) training programs. These are the'Fort

Benning 35 Hour, Fort Dix 49 Hour, Fort Jackson 62 Hour, and Army Subject

Schedule 72 Hour programs. The overall purpose of this test is to select

the most cost/training effective BRI training program for the Army.

An assessment of trainee and committee group cadre attitudes end opinions

toward each program is an important part of this test. Several questionnaires have been designed by the Army Research Institute to measure

attitudes and opinions toward each of these programs. A questionnaire will

be completed by each group of trainees before training, after training, and

at later times to determine retention of attitudes. Cadre will receive

questionnaires both at the start and near the end of the BP test. .

All testing and questionnaire administration will occur at selected times

during April through August 1976 at Fort Jackson, South Carolina. Approximately 6,000 basic trainees and 75 committee group cadre will be involved

with this test. You have been selected to administer questionnaires to

certain groups of these trainees and cadre personnel.

Completion of these questionnaires is significant to the overall test effort

and your job as a test administrator is a responsible one and very important

to the test. While you are administering these questionnaires it is very

important for you to keep "quality control" in mind. That is, you must try

to let nothing enter into the administration procedure which night invalidate

the results of the test. Additionally, you must insure that each test subject

receives the appropriate materials, adequate instructions, answers to his/her

questions and time to complete the questionnaire.

4l 31

I :.5 ,
Your specific duties and responsibilities include the following:

1. Become familiar with the answer sheets and the questionnaire(s) you

are scheduled to administer. Be thoroughly familiar with the "Instructions

For Trainees."

2. Get the correct time and place that has been scheduled for your questionnaire administration. Arrive at least 10 minutes before the scheduled start

and write necessary information on the blackboard.

3. Insure that you have the right number of the correct questionnaire

booklets and answer sheets and a few extras to cover unexpected problems.

4. Insure that you have a sufficient supply of pencils and any other

materials required for test administration. For example, document clips or

manila folders might be useful.

5. Brief your assistants on their duties and responsibilities prior to the

test period. Have them read this document.

6. Check each questionnaire booklet to ensure that it is complete and

contains no extra markings. Have your trainees do this also before starting

the test or filling out the answer sheets.

7. Provide each test subject with the appropriate questionnaire booklet,

answer sheet and a pencil.

8. Read the "Instructions For Trainees" to the trainees.

9. Answer all questions concerning the questionnaire instructions or

completing the answer sheet. Your answers should clarify confusions and

misunderstandings, but should not give hints to the trainees about what you

believe to be the best answer.

1.0. Insure that unnecessary outside noise and talking during the test period

are minimized. Keep your conversations with your assistants to a mininum.

1]. Answer questions that arise during the test period promptly by going to

the tested person's desk. Do it quietly.

12. Terminate the test after one hour has passed from beginning the test,

;kot the pre-test administration procedure outlined above. Terminate earlier

than one hour only if all personnel have completed their questionnaires.

32

II

""hi 1:
13. Collect answer sheets, test booklets and pencils after each person

has completed the test.

14. Before releasing the troops, check each answer sheet to ensure that

each test subject has placed his/her name, SSAM, etc. in the appropriate

blocks on the first and name on subsequent pages.

15. Check each test booklet to ensure that no pages are missing and that

no m•trks have been made in the test booklets. If a test booklet has marks

that cannot be erased or if pages are missing from a booklet, separate it

from the others. Try to find missing pages. This is an important "test

security" measure.

16. Turn in all answer sheets, test booklets and other materials to CPT

Callaway or his delegate.

17. keport all test administration problems such as marked or damaged test

oooklets to CPT Callaway or his delegate.

18. Perform other duties and assignments as prespribed by CPT Callaway or

his delegate.

19. Fill in your log book with the following inform.ation;

a. Your name

b. Your assistant's name

c. Questionnaire Form (upper right corner front pagte)

d. Answer Sheet Form Cupper right corner front page)

e. Unit(s) Tested

f. Place Tested (Bldg. number if appropriate)

g. Number of testees present

h. BRM program number

i. Start time (24 hour .clock - when you tell your test subjects to open

the booklet and start)

J. Stop Time (24 hour clock - time last test subject finished)

k. Number of Answer Sheets collected (count after all test subjects

have left)

1

33

'or

%
1. qumber of Questionnaires Collected (count after test subjects

have left)

m, Problems/Comments (any information titat you believe we should

know about for either interpreting the data or for preventing

problems from recurring)

A.3

i I.

-. !1 F 3⁄4
QUESTIONNAIRE ADMINISTRATION PROCEDURES

1. Pick up Questionnaire Booklets. Answer Sheets, Pencils, and Log

Book at the Test Directorate.

2. Be certain that you know the correct time, plnce, unit(s), and

the questionnaire forms to bring for ad-inistra•'ion. This information

will be on a typed sheet waiting for you at the Test .Directorate. Take

this sheaet with you.

3. Arrive at the test location at least 10 minutes before the scheduled

arrival time of the trainees.

4. Print on the blackboard or other large writing surface the following

information (letters and numbers must be large enough to be easily seen

from the rear of the room).

TODAY'S DATE (6 numbers)

UNIT ID (4 numbers)

PLATOON (l number)

(Note: there will probably be more than

one platoon present, so you will write

each number and make clear during

instruction that each traine& is to record

his/her own platoon number)

PROGRAM (2 numbers)

5. At this time, fill out any appropriate information in your log book.

Other information will be entered in the log book at later points during

the Lest. Under no conditions should you file information in the log

book before you come to the test. The log book serves as a quality control

check procedure for you and as a means of communicating test administration

problems to the rest of the Test Directorate. This is very important as the

log sheets you Lomplete will serve as a primary quality control for

identifying key punching and computer errors.

35

%. ~ .J

,~-v-- *. __________Z.~.7 A
INSTRUCTIONS FOR TRAINEES

1. Greet the trainees. Then say: (Read to trainees only those

portions that are in BlOLD prInt).

YOU HAVE BEEN CHOSEN TO PARTICIPATE IN A SCIENTIFIC STUDY

OF BASIC RIFLE MARKSMANSHIP TRAINING. THE DEPARTMENT OF

THE ARMY IS TRYING TO IMPROVE BASIC RIFLE MARKSMANSHIP

TRAINING BY STUDYING FOUR DIFFERENT TRAINING PROGRAMS. YOU

ARE ABOUT TO RECEIVE A QUESTIONNAIRE WHICH WAS DESIGNED TO

OBTAIN YOUR ATTITUDES AND OPINIONS ABOUT BASIC RIFLE

MARKSfANSHIP TRAINING. YOUR ATTITUDES AND OPINIONS ARE A

VERY IMPORTANT PART OF THIS STUDY.

THERE ARE NO RIGHT OR WRONG ANSWERS TO ANY OF THE QUESTIONS

ON THE QUESTIONNAIRE YOU ARE ABOUT TO RECEIVE. YOUR ANSWERS

WILL BE USED M FOR A SCIENTIFIC STUDY OF THE TRAINING

PROGRAMS. YOUR ANSWERS WILL NOT AFFECT YOUR GRADE IN

MARKSMANSHIP TRAINING NOR WILL THEY BECOME A PART OF ANY OF

YOUR MILITARY SERVICE RECORDS. THE PURPOSE OF THIS QUESTIONNAIRE

IS TO HELP THE ARMY IMPROVE BASIC RIFLE MARKSMANSHIP TRAINING.

WHEN I PASS OUT THE QUESTIONNAIRE AND ANSWER SHEET, PLEASE

PLACE THEM FACE DOWN ON YOUR DESK. DO NOT OPEN THE BLUE

QUESTIONNAIRE BOOKLET UNTIL I TELL YOU TO DO SO. THERE WILL

BE NO TALKING WHEN THE QUESTIONNAIRES ARE PASSED OUT. WAIT FOR

INSTRUCTIONS BEFORE FILLING OUT THE ANSWER SHEET.

36

4ý
2. Distribute pencils, the appropriate answer sheet, and the appropriate

questionnaire booklet. Then say: S1 

YOU SHOULD NOW HAVE THE FOLLOWING MATERIALS: A BLUE

QUESTIONNAIRE BOOKLET ENTITi.ED "TRAINEE PRETRAINING QUESTIONNAIRE,"

AN ANSWER SHEET WITH "FORM A' WRITTEN IN THE UPPER RIGHT HAND

CORNER, AND A PENCIL. IF YOU ARE MISSING ANY OF THESE

MATERIALS, RAISE YOUR HAND. DO NOT MARK ON YOUR ANSWER SHEET

._D•II.L...YK._ •N TES QUESTIONNAIRE,

3. When you are sure that each trainec has an answer sheet,

questionnaire booklet and pencil, continue.

LOOK AT THE FIRST PAGE OF YOUR QUESTIONNAIRE BOOKLET. READ

THE PRIVACY ACT STATEMENT ON THE BACK OF THE FIRST PAGE,

THEN READ THE SECOND PAGE DOWN TO THE BLOCK WHICH READS:

"PLEASE DO NOT CONTINUE WITH THESE INSTRUCTIONS UNTIL YOU ARE

TOLD TO DO SO BY YOUR TEST ADMINISTRATOR."

4. After everyone has finished reading, continue.

WE WILL NOW COMPLETE THE TOP PORTION OF THE ANSWER SHEET.

LOOK AT THE UPPER RIGHT HAND CORNER OF YOUR ANSWER SHEET.

IN THE BLOCK MARKED I.0 $ , WRITE IN THE 6 NUMBERS

------------ (REPEAT THE NUMBERS SLOWLY). YOU SHOULD HAVE

37

IA
SIX NUMBERS WRITTEN ON THE LINE INSIDE THE BOX MARKED

TODAY'S DATE.

IN THE SPACE MARKED UNIT11- FILL IN THE 4 NUMBERS - ,

YOU SHOULD HAVE FOUR NUMBERS WRITTEN ON THE LINE INSiDE THE

SPACE MARKED UNIT ID,

IN THE SPACE MARKED PLAIQT.O PUT IN THE 1 NUMBER _

YOU SHOULD HAVE ONLY THE ONE NUMBER WRITTEN ON THE LINE

INSIDE THE SPACE MARKED PLATOON.

IN THE SPACE MARKED SEX, CIRCLE M IF YOU ARE MALE, OR F IF

YOU ARE FEMALE.

IN THE SPACE MARKED EROGRAM, PUT IN THE 2 NUMBERS _ _

YOU SHOULD HAVE TWO NUMBERS WRITTEN ON THE LINE INSIDE THE

SPACE MARKED PROGRAM.

IN THE SPACE MARKED SSAI., FILL IN THE 9 NUMBERS OF YOUR

SOCIAL SECURITY ACCOUNT NUMBER.

YOU SHOULD HAVE NINE NUMBERS WRITTEN ON THE LINE INSIDE

THE SPACE MARKED SSAN.

IN THE SPACE FOR YOUR NAME PRINT YOUR LAST NAME FOLLOWED BY

A COMMA, THEN YOUR FIRST NAME, AND THEN YOUR MIDDLE INITIAL.

ARE THERE ANY QUESTIONS ON FILLING OUT THIS PORTION OF YOUR

ANSWER SHEET?

38
5. After each trainee has completed this portion of the

answer sheet, continue.

YOU WILL HAVE APPROXIMATELY ONE HOUR TO ANSWER THE 35

QUESTIONS ON THIS QUESTIONNAIRE. YOU SHOULD EASILY FINISH BEFORE

THAT TIME.

DOJNOT MAKE ANY MARKS IN YOUR QUESTIONNAIRE BOOKLET. MANY

OTHERS WILL BE USING THE SAME BOOKLET THAT YOU ARE USING TODAY.

WHEN YOU ARE TOLD TO BEGIN, START WITH QUESTION NUMBER 1 IN

YOUR QUESTIONNAIRE BOOKLET AND NUMBER 1 ON YOUR ANSWER SHEET,

FOR EACH QUESTION CHOOSE THE WORD OR STATEMENT THAT BEM

DESCRIBES YOUR ANSWER TO THE QUESTION, CIRCLE YOUR ANSWER

MNLY ON THE ANSWER SHEET, NOT IN THE QUESTIONNAIRE, RAISE YOUR

HAND FOR ASSISTANCE.

WHEN YOU HAVE FINISHED THE QUESTIONNAIRE, CHECK YOUR ANSWER

SHEET TO MAKE SURE THAT YOU HAVE CIRCLED ONE AND ONLY ONE

ANSWER FOR EACH QUESTION. THEN RAISE YOUR HAND AND SOMEONE

WILL COLLECT YOUR MATERIALS.

BE AS QUIET AS POSSIBLE UNTIL EVERYONE COMPLETES THE

QUESTIONNAIRE. ARE THERE ANY QUESTIONS?

-39
6. Answer any questions. Then say:

TURN TO PAGE ONE OF YOUR QUESTIONNAIRE BOOKLET AND BEGIN WORK.

7. Answer questions that arise while the questionnaires are

being completed. When someone comnpletes his/her questionnaire,

check the answer sheet to make sure that the person'# Name,

SSAN, Unit ID, etc. are completed properly. After all necessary

corrections have been made, collect the individual's answer

sheet, booklet, and pencil.

8. Fill in your log book at the appropriate times.

9. Turn in all answer sheets' questionnaire booklets and

other testing materials to Captain Callaway. Also turn in

the appropriate page from your log book.

40

.~.. x)
April 1976

QUESt IONNAIRE ADMINISTRATOR CHECZLIST

A partially filled in copy of this form will be given to you at the

Test Directorate. You will get all necessary materials required at

the Test Directorate. Check-off each of the items as you understand

or perform it.

I. Information for you (filled in by the Test Directorate) when you

arrive at the Test Directorate.

L3 DATE OF TEST / /76

0TIME OF TEST HOURS

UNIT(S) TESTED BDE BN CO PLT

BDE BN CO PLT

BDE BN CO PLT

BDE BN CO PLT

0QULSTIONNAIRE FORM

OQUESTIONNAIRE COVER SHEET COLOR

0 ANSWER SHEET FORM

Li PLACE OF TEST (A map is available at the Test Directorate)

II. What to bring to the Thst Directorate.

LD WRISTWATCH WITH COLRECT TIME (Dial Ext 7555)

I11. What administrative materials to get at the Test Directorate.

LCLIP BOARFD WITH THIS SHEET ON IT, WITH THE ABOVE INFORMATION

TYPED IN

L• "INSTRUCTIONS FOR TRAINEES"

Ci INSTRUCTIONS AS TO HOW TO OBTAIN KEYS, IF NECKSSARY, FOR THE

TEST SITE.

01 PIECE WHITE CHALK

01 BLACK GREASE PENCIL

41

171

v-, 7 4

*~ ~*0ý 
L I BLACKBOARD ERASER OR OTHER SUITABLE MATERIAL FOR THE PURPOSE

L LOG SHE.ET

IV. What test materials to got at the Test Directorate (filled in by

the Test Directorate).

L3 (COUNT) QUESTIONNAIRES FORM(S)

£L (COUNT) SWER SHEETS FO R(S)

7(COUNT) PENCILS. It is your responsibility to insure

that you have ample supply of qu,.-stionnaires, answer sheets, and

sharpened pencils to cover all ycir testees and a sufficient number

to cover damage and/or breakage. Discard any pencils less than

four inches long or those with unusable erasers. Pencil sharpeners

are available at the Test Directorate. Use only #2 soft lead pencils.

DO NOT USE #3 OR GREATER NUMBER PENCILS.

Lj7 OBTAIN A CHECK-OUT PERSON'S SIGNATURE AND YOUR SIGNATURE

ON THE APPROPRIATE PORTION OF THE LOG SHEET VERIFYING THAT YOU HAVE CHECKED OUT, BY NUMBER, THE MATERIALS ABOVE. WHEN THIS IS SIGNED,

THE MATERIALS ARE YOUR RESPONSIBILITY. YOU MUST ACCOUNT FOR THESE

MATERIALS WHEN YOU RETURN TO THE TEST DIRECTORATE AFTER THE TEST.

£ OBTAIN ANSWERS TO ALL YOUR nUESTIONS ABOUT TIME, PLACE,

MATERIALS, ETC.

•7 CHECK QUESTIONNAIRE BOOKLETS FOR MARKS AND EXCRLAIGE

MARKED ONES FOR GOOD ONES.

V. Before arriving at the test site.

£7 REVIEW AND BECOME FAMILIAR WITH THE QEUSTIONNAIRES YOU ARE

GOING TO ADMINISTER.

L7 REVIEW AND BECOME FAMILIAR WITH THE ANSWER SHEET YOU ARE

ABOUT TO ADMINISTER.

£7 REVIEW AND BECOME THOROUGHLY FAMILIAR UITH "INSTRUCTIONS TO

TRAINEES." READING THEM ALOUD FOR PRACTICE WILL HELP.

C7 CHECK THE ITEMS LISTED ABOVE JUST BEFORE YOU GO TO SEE IF

YOU HAVE FORGOT ANYTHING THAT YOU ARE SUPPOSED TO TAKE WITH YOU.

VI. Arriving at the test site.

£7 ARRIVE AT LEAST 15 MINUTES EARLY.

7OPEN BUILDING/CLASSROOM.

£ TURN ON LIGHTS.

42
L7 WRITE UNIT ID ON THE BLACKBOARD OR OTHER LARGE WRITING

SURFACE (4 LETTERS).

L£7 WRITE PLATOON NUMBER(S) ON BLACKBOARD OR OTHER LARGE WRITING

SURFACE (SINGLE NUMBER(S)).

L7 WRITE MODIFIED JULIAN DATE ON BLACKBOARD OR OTHER LARGE

WRITING SURFACE (6 NUMBERS).

£ BRIEF YOUR ASSISTANTS ABOUT THEIR DUTIES. HAVE THEM READ

"INSTRUCTIONS FOR TEST ADMINISTRATORS."

L7 HAVE YOUR "INSTRUCTIONS FOR TRAINEES" READY TO. READPILLED

IN \4ITH ALL THE INFORMATION NECESSARY FOR THE TESTEES (SEE BELOW).

The following information is necessary for you to read to the trainees

during their instructions. - This will be filled in by the Test

Directorate. This order is in the same as the order in the "Instructions

For Trainees." Fill each blank with a light pencil in the "Instructions

For Trainees."

S* £7 - Colored questionnaire booklet.

* L "Trainee Questionnaire".

* E -7 "Form " (Answer Sheet).

(Answer Sheet Instructions)

* 7 076 (MODIFIED TEST JULIAN DATE) (076+3 numbers)

*LJ _7 __ (UNIT ID) (4 letters).

* £7 - _ (PLATOON(S)).

* _ (PROGRAM) (2 numbers).

(Continuing Instructions)

S* £7 (NUMBER OF QUESTIONS IN QUESTIONAIRE).

* £7 (PAGES IN QUESTIONNAIRE).

* 7 ___ (PACES IN ANSWER SHEET).

VII. The Test.

SASSISTANTS INSTRUCTED TO PASS OUT QUESTIONNAIRES, ANSWER SHEETS,

AND PENCILS WHILE YOU ARE READING "INSTRUCTIONS TO TRAINER.S."

-7 START TIME LOGGED (When order to BEGIN VORK is given).

43

4L

KI
1 COUNT/RECOUNT AND LOG TESTEES PRESENT.

L:7 ANSWER ALL QUESTIONS DURING TEST.

0ANSWER SHEETS CHECKED AS PICKED UP.

L7 STOP TIME LOGGED (WHEN LAST PERSON FINISHES).

0 COMPLETE LOG TO END-OF-TEST CERTIFICATION.

0: ALL QUESTIONNAIRES ACCOUNTED FOR.

C ALL ANSWER SHEETS ACCOUNTED FOR.

0 PENCILS COLLECTED.

0 MARKED QUESTIONNAIRES SEPARATED.

0 BAD PENCILS DISCARDED.

VIII. Leaving the test site.

0 ALL MATERIALS TAKEN FROM TEST SITE.

127 BUILDING/CLASSROOM POLICED.

0 LIGHTS OFF.

C2 BUILDING/CLASSROOM SECURE.

IX. At the Test Directorate.

0ALL GOOD QUESTIONNAIRES RETURNED.

L:7 ALL BAD QUESTIONNAIRES RETURNED.

L PENCILS RETURNED.

0 ADMINISTRATIVE MATERIALS RETURNED.

0 CHECK-IN PERSON'S SIGNATURE ON LOG SHEET.

X. Quality Control Check

L0 TOP OF EACH ANSWER SHEET COMPLETE.

1 CIRCLES DARK ON EACH ANSWER SHEET.

£2 PRINTING LEGIBLE ON EACH ANSWER SIIEET.

44

_ 0L~ __ 
SHEET.L3 ERASURES OF STRAY MARKS AND MISTAKES CO!PLETE ON EACH ANSWER fL3E ALL ANSWER SHEETS RETURNED TO C-DCAC OR DELEGATE.

L7 VERIFICATION SIGNATURES - YOURS AND CHIEF-DATA COLLECTION

AND CONTROL ON LOG SHEET.

£ LOG FILLED OUT.

/ fC LOG CERTIFIED BY YOU AND C-DCAC.

/

I45

/

I

1/

I

'I
April 1976

LOG SHEET

FILL IN THIS FORM AS YOU DO THINGS ON THE "TIST ADMINISTRATOR CHECKLIST."

DO NOT FILL OUT AHEAD OF TIME.

TEST ADMINISTRATOR (Print)

ASS.STANTS (Print)

DATE OF TEST: / /76

UNIT(S) TESTED: BDE BN CO PLT

BDE BN CO PLT

BDE BN CO PLT

BDE BN CO PLT

PLACE OF TEST: (Building/Classroom Number)

QUESTIONNAIRE FORM: (UPPER RIGHT):

ANSWER SHEET FORM: (UPPER RIGHT):

ADMINISTRATIVE SUPPLIES, QUESTIONNAIRES, ANSWER SHEETS CHECKED OUT AS

PER THE TEST ADMINISTRATOR CHECKLIST.

CHECK-OUT PERSON:

SIGNATURES

TEST ADMINISTRATOR:

U UNIT ID (4 letters)

P* LATOON(S)

* MODIFIED JULIAN DATE (6 numbers)

46

- I
* PROGRAM (2 numbers)

NUMBER TESTEES PRESENT

START TIME HOURS

STOP TIME HOURS

QUESTIONNAIRES COLLECTED (NUHBER)

QUESTIONNAIRES SEPARATED AS UNUSIBLE (NUMBER)

ANSWER SHEETS COLLECTED (NUMBER)

COMMENTS:

CERTIF!ED CORRECT TO END-OF-TEST: _

SIGNATURE OF TEST ADNIINISTRATOR

ADMINISTRATIVE SUPELIES AND QUESTIONNAIRES CHECKED IN AS PER THE TEST

ADMINISTRATOR CHECKLIST.

CHECK-IiN PERSON: SIGNATURES :

TEST ADMINISTRATOR:

QUALITY CONTROL CHECK.

ANSWER SHEETS IURNED IN.

CHECKS MADE:

SIGNATURE OF TEST ADMINISTRATOR

VERIFIED:

SIGNATURE OF C-DCAC/or delegate

47
APPENDIX C

TRAINEE PRETRAINING QUESTIONNAIRE

In this questionnaire, there will be a number of questions that mention

the M-16 Rifle. The M-16 is the basic service rifle that you will learn

to fire during Basic Rifle Marksmanship training. A round is a single

shot of ammunition.

For each question, choose the one answer that is most correct for you.

All rnswers are to be placed on the Answer Sheet.

01. How much do you think you will like or dislike firing the M-16 Rifle?

(Choose One)

Like Like Very Like Neutral Dislike Dislike Dislike

Extremely Much Very Much Extremely

.II. I I !I,

A B C D E F G

02. How much do you think you will like or dislike Basic Training? (Choo3e One)

Like Like Very Like Neutral Dislike Dislike Dislike

Extremely Much Very Much Extremely

SI I I

A B C D E F G

03. How important do you think your Rifle Marksmanship skills wvil be to the

job you want in the Army? (Choose One)

Extremely Very Fairly Borderline Fairly Very Extremely

Important Important Important Unimportant Unimportant Unimportant

A I C D E F G

04. How well or noorly do you expect to do in training on the M-16 Rifle?

Extremely Ven-y Well So-so Poorly Very Extremely

Well Well Poorly Poorly

I I I I- I I

A B C D 1 F G

• "49

1 1 I llg 1.1- a
05. Do you believe that pressure to meet Army standards (qualify) placed upon

you by your instructors will help or hurt your final score with the M-16 Rifle?

(Ch6osa One)

Help A Help Quite Help No Hurt Hurt Quite Hurt A

Great Deal A Bit Somewhat Effect Somewhat A Bit Great Deal

A B C D E F G

06. How easy or hard do you think training on the M-16 Rifle will be?

(Choose One)

Extremely Very Easy So-So Hard Veary Ext remely

Easy Easy Hard Hard

II l I I I

A B C D E F G

07. How much do you think you will like or dislike training on the H-16 Rifle?

(Choose One)

Like Like Very Like Neutral Dislike Dislike Dislike

Extremely Much Very Much Extremely

Have I! I

A B C D E F G

08. Have you ever fired a rifle? (Choose One)

,. No

B. Once or twice

C. A few times

D. Often

E. Very often

09. Have you ever gone hunting with a rifle or shotgun? (Choose One)

A. No

B. Once or twice

C. A few times

D. Often

E. Very often

10. How nervous do you thirk you will feel about firing the M-16 Rifle?

(Choose One)

Hardly Nervous A Little Fairly Very Extremely

At All Nervous Nervous Nervous Nervous

I I I I I

A B C D E

50

S ... . ~. . .. . .. .

- -- .-. *-I i ,
11. If you had Lo explain the inner-workings of rifles based on your experience,

how easy or hard would you find it? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

-I I i I I I II

A B C D E F C

Questions 12-14 deal with hitting a man-sized target. A meter is a little

longer than a yard; a football field is about 100 meters.

12. How sure do you feel that you can hit a target closer than 200 meters, in

daylight, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Sure Might Hit Fairly Sure Very Sure Extremely

Sure to Hit to Hit to Hit or Miss to Miss to Miss Sure to Miss

I I I I I I A

A B C D E F G

13. How sure do you feel that you can hit a target between 200 and 400 meters

away, in daylight, with the M-16 Rifle? (Choose ,One)

Fxtremely Very Sure Fairly Sure Might Hit Fairly Sure Very Sure Extremely

Sure to Hit to Hit to Hit or Miss to Miss to Miss Sure to Miss

t I I I 1

A B C D E F C

14. How sure do you feel that you can hit a target closer than 50 meters, at

night without night vision aids, with the M-16 Rifle? (Choose One).

Extr',mely Very Sure Fairly Sure Might Hit Fairly Sure Very Sure Extremely

Sure to Hit to Hit to Hit or Miss to miss to Miss Sure to Miss

I I I I l I |

A B C V E F G

15. How sure do you feel that you can Zero (adjust the rifle sights) the M-16

Rifle, given 18 rounds? (Choose One)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

SIII I _ _I L 1

A B C D E F G

51

"ikl

.. ,, . •#.*,
16. If you are in combat, how sure do you feel that you will fire the M-16

Rifle at the enemy? (Choose One)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

U I I

A B C D E F G

17. How do you bat when playing baseball? (Choose One)

A. Right handed

B. Left handed

C. Switch hitter

18. Do you need glasses? (Choose One)

"A. Yes

B. No

19. What language is spoken most at home? (Choose One)

A. English

B. Spanish

C. French

D. Other

20. How easy or hard is it .for you to understand English? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

I 4 I 1 1 1 i 1

A B C D E F G

21. How many tem sports, (like football, volleyball, and so on) did you play in

high school, either varsity, intramural or after school? (Choose One)

A. None

B. One

C. Two

D. Three

E. Four or more

741:5111 a

52A

A: Alll

MI&AM10
APPENDIX D

TRAINEE POST-TRAINING QUESTIONNAIRE

For each question, choose the one answer that is most correct for you.

All answers are to be placed on the Answer Sheet.

01. How much do you like or dislike Basic Training? (Choose One)

Like Like Very Like Neutral Dislike Dislike Dislike

Extremely Much Very Much Extremely

I I I I I I I

A B C D E F G

02. How much do you like or dislike firing the M-16 Rifle? (Choose One)

Like Like Very Like Neutral Dislike Dislike Dislike

Extremely .Much Very Much Extremely

I I I I I

A B C D E F G

03. How much did you like or dislike training on the M-16 Rifle? (Choose One)

Like Like Very Like Neutral Dislike Dislike Dislike

Extremely Much Very Much Extremely

A B C D E F G

04. Do you think that pressure to qualify placed upon you by your instructors helped

or hurt your Record Fire Score? (Choose One)

Helped A Helped Quite Helped No Hurt Hurt Qu4

kte Hurt A

Great Deal A Bit Somewhat Effect Somewhat A Bit Great Deal

I I I_.B

A B" C D E F G

05. Overall, how effective (good) was Basic Rifle Marksmanship Training? (Choose One)

Extremely Very Fairly Neutral Fairly Very Extremely

Effective Effective Effective Ineffective Ineffective Ineffective

I I I I I I

A B C D E F G

53

4r

*.i

~ ~.

I...I • ' •r•I •
06. Which eye do you sight with when firing a rifle? (Choose One)

A. Right Eye

B. Left Eye

C. Does Not Matter

07. On which side do you fire the M-16 Rifle? (Choose One)

A. Right Side

B. Left Side

C. Both Sides

08. When you fire a rifle, do you sight with only one eye open? (Choose One)

A. Yes

B. No

09. If you need glasses, when did you receive them? (Choose One)

A. I had glasses before Marksmanship Training.

B. I received glasses during Marksmanship Training.

C. I did not receive glasses until after Marksmanship Training.

D. Does Not Apply (Leave blank on the answer sheet if the question does not apply)

10. During the time you had your glasses, how often did you wear them? (Choose One)

A. Almost Always

B. Most Of The Time

C. Sometimes But Not Much

D. Hardly Ever

E. Almost Never

F. Does Not Apply (Leave blank on the answer sheet if the question does not apply)

11. If you had to explain the inner-workings of rifles, based on your experience,

how easy or hard would you find it? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

-I I I I I IJ

A B C D E F G

12. How important do you think your Rifle Marksmanship skills will be to the job

you want in the Army? (Choose One)

Extremely Very Fairly Borderline Fairly Very Extremely

Important Important Important Unimportant Unimportant Unimportant

SI I I I I I

A B C D E F C

54

ýNWI WO' - -

~ ...
13. If you are in combat, haw sure do you feel that you w4,11 fire the M-16 Rifle at

the enemy? (Choose One)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

I I I l I I

A B C D E F G

14. How sure do you feel that you can hit a target closer than 200 meters,

in dayliLht, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit Or Miss To Miss To Miss Sure To Miss

I t l l I I

A B C D E F G

15. Pow sure do you feel that you can hit a target between 200 and 400 meters away,

in daylisht, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit Or Miss To Miss To Miss Sure To Miss

I I I i I I I

A B C D E F G

16. Now sure do you feel that you can hit a target closer than 50 meters, at

night without night vision aids, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit Or Miss To Miss To Miss Sure To Miss

I I I I l

A B C D E F G

17. How sure do you feel that you can Zero the M-16 Rifle, liven 18 rounds? (Choose

One)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

A B C D 9 F G

55

.....

S .... ii i
18. What was your Record Fire Qualification? (Choose One)

A. Did Not Finish Marksmanship Training

B. Did Not Qualify

C. Marksman

D. Sharpshooter

E. Expert

19. In general, how well or poorly did the Army use your time during Marksmanship

Training on the M-16 Rifle? (Choose One)

Used Used Very Used Well So-So Used Used Used

Extremely Well Poorly Very Extremely

Well Poorly Poorly

IiI I •

A B C D E F G

20. When I took the Record Fire test, I got choked up and did not do as well as

I could. (Choose One)

Strongly Moderately Perhaps Neutral Perhaps Moderately Strongly

Agree Agree Agree Disagree Disagree Disagree

.I I I i I

A B C D E F G

21. Thinking about qualifying with the M-16 Rifle made me nervous. (Choose One)

Strongly Moderately Perhaps Neutral Perhaps Moderately Strongly

Agree Agree Agree Disagree Disagree Disagree

A B C D E F G

22. During practice firing, did instructor coaching help or hurt your score?

(Choose One)

Helped A Helped Quite Helped No Hurt Hurt Hurt A

Great Deal A Bit Somewhat Effect Somewhat Quite A Bit Great Deal

SlI I I I ,I

A B C D E F G

56

S .. . .. ,i i l* I , - I*•• I ' " '| 77 -7
23. How easy or hard was your training on the M-16 Rifle? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

i I . K 

A B C D E F G

24. How easy or hard was it to understand your instructor6 when they were teaching

you? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

I I I I I i 1

A B C D E F G

25. Did your instructors care if you really learned during training on the M-16

Rifle? (Choose One)

A Great Quite A Some But Very Hardly

De4l Bit Not Much Little Any

I I i I l

A B C D E

26. How much knowledge and skill did your instructor seem to have during your

training on the M-16 Rifle? (Choose One)

A Great Quite A Some But Very Hardly

Deal Bit Not Much Little Any

I I I I j

A B C D E

27. At times, some trainees get a chance to practice their Record Fire early

in training. Do you think this in a good or bad idea? (Choose One)

Extremely Very Good So-So Bad Very Extreely

Good Good Bad Bad

I 1 I I I J

A B C D E F G

57
28. Now often did your instructors explain how to correct your mistakes when

firing the M-16 Rifle? (Choose One)

Almost Most Of Sometimes Hardly Almost

Always The Time But Not Huch Ever Never

I I I It

A B C D E

29. How nervous do you now feel about firing the M1-16 Rifle? (Choose One)

Hardly A Little Fairly Very Extremely

Nervous Nervous Nervous Nervous Nezvous

At All

A B C D E

30. Did you do better or worse than you expected in training on the M-16 Rifle?

(Choose One)

Extremely Somewhat Fairly So-so Fairly Somewhat Extremely

Better Better Better Worse Worse Worse I I I I I I

A 3 C D E F G

Questions 31-40 ask your opinion of the number of rounds you fired in different

parts of Marksmanship training.

31. Do you think you fired enough to learn to Zero the M-16?

A. Yes

B. No

32. If NO, how many more rounds did you need to fire? (Choose One)

A. Very Many More

D. A Good Deal More

C. Slightly More

D. A Couple More

E. Does Not Apply (Answered Yes in #31)

33. Do you think you fired enough to learn Field Firing techniques?

A. Yes

B. No

58

4 - A..A... 77 ..------_.... . ....
34. If NO, how many more rounds did you need to fire? (Choose One)

A. Very Many More

B. A Good Deal More

C. Slightly More

D. A Couple More

E. Does Not Apply (Answered Yes in #33)

35. Do you think you fired enough to learn Automatic Firing techniques?

A,. Yes

B. No

36. If NO, how many more rounds did you need to fire? (Choose One)

A. Very Many More

B. A Good Deal More

C. Slightly More

D. A Couple More

E. Does Not Apply (Answered Yes in #35)

37. Do you think you fired enough to learn Night Firing techniques?

A. Yes

B. No

38. If NO, how many more rounds did you need to fire? (Choose One)

A. Vary Many More

B. A Good Deal More

C. Slightly More

D. A Couple More

E. Does Not Apply (Answered Yes in #37)

39. To improve your vcore, did you need to fire more during Record Fire?

A. Yes

B. No

40. If YES, how many more rounds did you need to fire? (Choose One)

A. Very Many More

B. A Good Deal More

C. Slightly More

D. A Couple More

E. Doe: Not Apply (Answered No in #39)

59
Questions 41-55 ask your opinion of the amount of instructional time you

received it the various skills you need to fire the M-16 Rifle,

Did you need more or less instructional time Lu:

41. Mechanical Training? (Such as Assembly and Disassembly and Care and

Cleaning of the M-16 Rifle).

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

! I I ! I I I

A B C D EF G

42. Marksmanship Fundamentals? (Such as Steady Hold Factors and Aiming

Techniques).

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

L III II

A B C D E F G

43. Night Firing Techniqueo?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Lass Deal Less Less

LL I I I

A B C D E F G

44. Automatic Firing Techniques During Daylight?

- Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

L I . I1.I I

A B C D E F G

60
S(Questions 45-49 deal with Zeroing the M-16 Rifle.)

Did you need more or less instructional time in:

45. Sight adjustment Techniques?

Very Much A Good Slihtly Abcu.t Slightly A Good Very Much

More Deal More More Right Leess Deal Less Less

| I i I I

A B C D E F G

46. Shot Group Analysis?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

I .I I I I I

A B C E F G

47. Sight Alignment Techniques?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

I I I I I I I

A B C D E F G

48. Sight Picture Techniques?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

SI I I I I

A B C D E F G

49. "8" Steady Hold Factors?

Very Much A Good Slightly. About Slightly A Good Very Much

More Deal More More Ri h L Less Deal Less Less

I I I I tI

A B C D E F C

61

- i~~j

• '• i• ,•",•'
(Questions 50-55 deal with Field Firlin.)

Did you need more or less.I.ratructional time In:

50. Field Firing Positions?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

I I I I - I I 1

A B C D E F G

51. Target Detection?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

L I I I I I

A B C D E F G

52. Range Estimation?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Less Less

l I I I I I I

A B C D E F G

53. "B" Steady Hold Factors?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Leas Less

Sih Pictur I , I I

A B C D E F G

54. Sight Picture Techniquee?

Very Much A Good Slightly About Slightl.y A Good Very Much

More Deal More More Right Lass Deal Less Less

Ili .,1 l lJl

A B C D E F G

62

]'
55. Fire and Reload?

Very Much A Good Slightly About Slightly A Good Very Much

More Deal More More Right Less Deal Loes Less

Lt .. t ! ! I I I

A I C D K V G

Using each number 1 through 7 rank the following parts of Basic Rifle

Marksmanship training. Assign a."l" to the easiest, a "2" to the second

easiest, and so on, with "7" as the most difficult. Assign a number to

each of the seven (7) parts of Basic Rifle Marksmanship training.

56a* M Mechanical Training, such as Assembly and Disassembly and Care and

Cleaning of the M-16 Rifle

56b* Marksmanship Fundamentals such as Steady Hold Factors and Aiming

Techniques

56c* _- Zeroing the weapon

56d* Field Fire Exercises

56e* Record Fire Exercises

56f* Night Fire Exercises

56g* Automatic Fire Exercises

57. Did you miss any firing exercises during training on the M-16 Rifln that you

did not make up at a later timm?

A. Yes

B. No

58. If Yes, how many firing exercises did you miss and not make up?

A. Four or more

B. Three

C. Two

D. One

E. Does not apply (Answered No in #51)

63

74

jr!

'

-• • ' ; • '• ."D " " "• . .•• . .. • .. . . .. " " - - -; . . .. .. .. -• • I A- H I l ll i '; = r • • r •' Iu
The following is a ilet of training aids used to teach marksmanship skills for the

M-16 Rifle. For each aid, indicate whethe: you personally used the device.

Yes No Not Sure

59. Paige Sighting Device A B C

60. M-15 Sighting Device A B C

61. M-16 Sighting Device (the "Cheater") A B C

62. Dire/Washer Exercise A B C

63. Target Box Exercise A B C

64. Transposition Exercise A B C

("New Rifle Rest Exercise")

65. The following is a list of training aids used to reach marksmanship

skills for the M-16 Rifle. Choose the one device from this list that you

found most helpful in learning marksmanship fundnmentals. (Choose One)

A. Paige Sighting Device

B. M-15 Sighting Device

C. M-16 Sighting Device (the "Cheater")

D. Dime/Washer Exercise

E. Target Box Exercise

F. Transposition Exercise ("New adfle Rest Exercise")

Using each number 1 through 7 rank the following parts of Basic Rifle Marksmanship

training in terms of how helpful they were in shooting your qualification. Assign

a "I" to the most helpful, "2" to the second most helpful, and so on; with "7" as

the least helpful. Assign a number to each of the seven (7) parts of Basic

Rifle Marksmanship ttaining.

66a* Mechanical Training, such as Assembly and Disassembly and Care and

Cleaning of the M-16 Rifle

66b* Marksmanship Fundamentals such as Steady Hold Factors and Aiming

Techniques 66c* Zeroing the weapon

66d* Field Fire Exercises

66e* Record Fire Exercises

66f* Night Fire Exercises

66g* Automatic Fire Exercises

64 76-5113A

. - . .. -, .. . . ,+ •
67. The purpose of receiving a practice Record Fire, early in training, ts to

show you what you will need to learn in your trdining on the M-16 Rifle.

How much did your ractice Record Fire show you what you were going to have

to learn? (Choose Onei

A Great Quite Some But Very Hardly

Deal A Bit Not Much Little Any

II _ _I

A B C D E

68. You received a practice Record Fire Card in training. What was the effect

of this training on your confidence to fire the M-16 Rifle? (Choose One)

Helped A Helped Quite Helped No Hurt Hurt Hurt A

Great Deal A Bit Somewhat Effect Somewhat Quite A Bit Great Deal

I I I I I I J

A B C D E G

69. Do you feel that the practice Record Fire 7ou received early in t iing helped

or hurt your final Record Fire score? (Choose One)

Helped A Helped Quite Helped No Hurt Hurt Hurt A

Great Deal A Bit Somewhat Effect Somewhat Quite A Bit Great Deal

h I I I I I

A B C D E F G

70. After receiving a practice Record Fire, early in training, I was more interested

in training on the M-16 Rifle. (Choose One)

Strongly Moderately Perhaps Neutral Perhaps Moderately Strongly

Agree Agree Agree Disagree Disagree Disagree

I I II II

A B C D E F G

71. Some believe that training on the M-16 Rifle is easier if you receive a Eractice

Record Fire early in training. Do you agree or disagree with this? (Choose One)

Strongly Moderately Perhaps Neutral Perhaps Moderately Strongly

Agree Agree Agee* Disagree Disagree Disagree

S I I I I I I

A 3 C D 9 F G

65 76-5115A

4J.

.- " ...
TRAINEE RETENTION QUESTIONNAIRE

For each question, choose the one answer that is most correct for you.

01. How nervous do you now feel abcut firing the M-16 Rifl.e? (Choose One)

Hardly A Little Vairly Very Extremely

Nervous Nervous Nervous Nervous Nervous •. At All

I . I I I I

A B C D E

02. If you had to explain the inner-workings of rifles, based on your experience,

how easy or hard would you find it? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

I ' . . .. I I I I

A B C D E F C

03. How sure do you feel that you can hit a target closer than 200 meters, in

dayliaht, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit or Miss To Miss To Miss Sure To Miss

I I I I ! I I

A B C D E F G

04. How sure do you feel that you can hit a target between 200 and 400 meters away,

in daylisht, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit or Mist To Miss To Miss Sure To Miss

A B C D E F C

69

Y4

.- .1 ';- ,t<- X
05. How sure do you feel that you can hit a target closer than 50 meters, at

nAl without night vision aids, •ALth the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit Or Miss To Miss To Miss Sure To Miss

I - , I t I

A B C D E F G

06. Now sure do you feel that you can Zero the M-16 Rifle, given 18 rounds? (Choose

One)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

I i I I I I I

A B C D E F G

07. If you are in combat, hoy sure do you feel that you will fire the M-16 Rifle at

the enemy? (Choose One)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

I I I :I I I I

A B C D E F G

7At5ll6a

67

"4..
APPENDIX E

TRAINEE RETENTION QUESTIONNAIRE

For each question, choose the one answer that is most correct for you.

0l. How nervous do you now feel about firing the M-16 Rifle? (Choose One)

Hardly A Little Fairly Very Extremely

Nervous Nervous Nervous Nervous Nervous

At All

II I I

A B C D E

02. If you had to explain the inner-workings of rifles, based on your experience,

hero easy or hard would you find it? (Choose One)

Extremely Very Easy So-So Hard Very Extremely

Easy Easy Hard Hard

I I I I I

A B C D E F G

03. How sure do you feel that you can hit a target closer than 200 meters, in

#ýUa gbt, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely Sure To Hit To Hit Sure To Hit or Miss To Miss To Miss Suze To Miss SI ! I I I I

A B C D E F G

04. How sure do you feel that you can hit a target between 200 and 400 meters away,

in dnylight, with the M-16 Rifle? (Choose One)

Extremely Very Sure Fairly Might Hit Fairly Sure Very Sure Extremely Sure To Hit To Hit Sure To Hit or Miss To Miss To Miss Sure To Misa

I I I, I I I I

A B C D E F C

69

-444

Q p
03. Now sure do you feel that you can hit a targetl 'er Lth _O motoers, at

night without night vision aide, vith the M-16 Rifle? (Choose One)

Extremely Vary Sure Fairly Might Hit Fairly Sure Very Sure Extremely

Sure To Hit To Hit Sure To Hit Or His# To Hiss To Hiss Sure To Hiss

L I I I I I I

A U C D X I G

06. How sure do you feel that you can Zero the M-16 Rifle, given 16 rounds? (Choose

one)

Extremely Very Fairly Neutral Fairly Very Extremely

Sure Sure Sure Unsure Unsure Unsure

I I I J

A I C D E F C

07. If you are in combat, how sure do you feel that you will fire the M-16 Rifle at

the enemy? (Choose One)

Extremely Very Fairly Neutral Fairly Very Extremuly

Sure Sure Sure Unsure Unsure Unsure

t I I Ii I

A B C D E F G

76-5116A

70

4.ii
D ISTR Is UT1

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1 HODA (DADE.HR~I. 2 USA Hum Enyr Lab. Aberdeen, ATTN: LibtarytDir

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I iODA fOAFO MFA) I UISA Infantry I lum Rcth UnA.t Ft Bonriii'g, ATTN: Chief

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I HODA (DAMO.FtQRI I LSA Ait Def Sch, Ft Slits, ATTN: Tech Lib

1 HODA (DASGI I USA Air bef td. Ft Slins, ATTN: FILES

I HODA (DAID.Pi) I USA Air DOf Bd. Ft Bliss, ATTN: STEDD-PO

1 Chief, Consult Div (DA-OTSG), Adeiphi, MO I USA Cmd & General SOi College, Ilt Losvmnworth. ATTN: Lib

I OUSARAL.. APO Seattle, ATTN: ARAGP-R 1 USA Cmd &. Ganar.0 SO College, Ft Lts.erw~orth, ATTN: Ed Adv~orr

1 TIN:AFKA01-T 110 Fist Amy, I LSA Combined Arns Cnlbt 0ev Act. Ft Lesavenworth, ATTN: 0@CCS

2 Sa NFith Hosto rmy F IUSA Combined Aron, Cmbt Dvv Act, Ft Leavenworth. ATTN: AC.CS .-

I iAsit Sect of tisho OcATN VC (P)IUSAMENC, Fita B'lvoi rrb eAcFLavnot, STSFE ATTN: -0

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USAh ArmyLib Oleuowia, ATTN: Life Sc3cs L i USA TompogeraphsCLa, Ft Seiavoir, ATTN: STech Centrar

UI NIM NOft AntN:to i. teAm S(R&D)E I USA ToogAphcLb, Ft SeiIvoir, ATTN: STSFE -G0

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I USIntti c Fat Brialg 0evN O arue E L. tholbr I USA Intelligence Ctr & Sch, Ft Huachuca, ATTN: ATSI-CTt)C

I US ASE Ctlgn& Stit, Ft Gordolln. ATTN: ALibE I UISA Intelligence Ctr & Se., Ft Huachucs.ATrTN: DATS/SV10-

I US A CJali Ct. & Sch. Ft Hamiel ton, ATTN: ATrill E-AO 1 USA Inteligen~ce Ct & Sch, Ft Nuactrucs, ATTN: ATSI-CTS-O

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I USA WESgar Coleg, Falil Gordacn, ATTN: Lib-E I USA, HnalieO tCr&S Ft Huachuce Tech , ATTN: ef Di

2 WRAIR, Neuropsychisatry Div 2 CDR. USA iaectronlc larv Grd. ATTN: STEEP-MT-S

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I USA Concept Anal Aqpy. Dethesda,. ATTN. MOCA-JF I USA Recruiting Cnsd, Pet Slsasldin. ATTN. USARCIPM-P

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I USA Armament Cmii, Mock Island. Arfes AMSAR-rOC I Marine Carps Intsk. ATTN. Dealn.MCII

I FAA-NAPIEC, Atlantic City, ATTNs Library I HQUSdIC. Commandant. ATTINs COOe MTMr

I PAX4A.NAEC. Atlantic City, ATTN. Hum Crngfr Or I HOUISMIC. Comsmaindant, ATT~o Code MP14646

I FAA Aeronautical Ctr, Oklahoma City. ATTN. AAC-440 a USCO Acaclerny, New London. ATTN. Admilsolon,

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1 US Marine Corps ILisison Ole, AMC, Alexandria, ATTN: AMCOS-F I Def & Civil I it of Enviro Medicine, Canada

I USATRADOC, Ft Monroe, ATTN: ATRO-ED I AIR CRESS, Kensingtoni, ATTN: Info Sys Sr

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11 USA Forces Cmd, Ft McPherson, ATTN: Library 1 kedecln Chef, C.E.R.P.A.-Arianal, Toulon/Navl Prance

2 USA Aviation Test Sd. Ft Rucker, A11N% STEGG-PD I Prin Scientific Off, AppiI Hum EnW Rich Dlv, Ministry

I USA Afoy for Aviation Safety, Ft Rucker, AT'fll: Library of Delores, Now Deili

I USA Ailey for Aviation Safety, Ft thicker, ATTN: Edu. Advisor I Pon, Rich Ofe Library. AKA, Israel Defense Formes

1 USA Aviation Sch, Ft Rucker, ATTN: PO Drawe 0 1 Milniswls van Defasisle, DOOP/KL Afti Social

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2 USA Aviation 9va let Act, Edwardu APB, ATTN: SAVTE-T

I USA Air Oaf Sch, Ft Slia, ATTN: ATBA TEM

I USA Air Mobility Rich & 0ev Lab, Moffett I'M, ATTN-. SAVOL-AS

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I USA Aviation Sch, CO, Ft Rucker, ATTN: ATST-D-A

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I HO, DARCOM, Alexandria. ATTN: CON

I US Military Academy, West Point, ATTN: Serials Unit

1 US Military Academy, West Point, ATTN: Oft of Milt Ldrshp

I US Military Academy. West Point. ATTN: MAOR

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3 Ofc of Naval Rich, Arlington, ATTN: Code 458

1 Ofc of Naval Rich, Arlington, ATTN: Code 450

1 Ofc of Noeal Rich, Arlington, ATTN: Coda 441

1 Naval Aercepe Mod Res Lab, Penisacola, ATTN: Acous Sch Div

I Navel Aorospt Mod Res Lab. Peneecola. ATTN-. Code L511

I Navel Acrospt Med Res Lab. Pensacola, ATTN- Code LB

1 Chief of Nay~en, ATTN: Pars-OR

1 NAVAI RSTA. Norfolk, ATTN: Safe%~ Ct

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I HOUSAF (DPXXAI

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1 ATC (XPTDI Randolph AFS

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I AFOSA INL), Arlington

1 AF Log Cmnd, McCiellen AFB, ATTN: ALCIDPCRS

1 Air Force Academy. CO. ATTN: Dept of Sal Scri

5 Navoeesb &Oev Ctr, San Dlo

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I NavPestGraltis, Montere. ATTN: Code ISW

4 1 NavPoet~rach, Monterey, ATTN: Code 2124

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I US Deot of Labor, DC. ATTN: Manpacower Mmnin

IUS Depit of Justice, DC, ATTN: Drug 6inform Admin

I Nat But of Standards, DC, ATTN: Covio~uter Info Section

I Nat Clearing Home for MH- Info, Rockville

I Denver Fedaral Ctr, Lakawood, ATTN: ELM

12 Defainee Documentiation Canter

4 Ofr Psych, Army 14, Ruassel Ofte, C&Vnwser

I Scientific Adoer, Mil 3d,. Army Hq, Rune"a Ofee, Canberra

I Mill and Air Attach,, Austrian Embeasy

I Cerarte do Recherche Des Facseurs, Humeiui doles Defens

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2 Canadilan Joint Staff Washington

1 CAiur Staff, Royal Canadilan AF, ATT~N: Perm Sid Anal Br

3 Chief, Canadian oaf Riesh Staff, ATTN: CICROS(W)

4 British Oaf Staff, British Ei itsiss, Waehlnipsn

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