A SURVEY FOR IDENTIFYING AUTOMOBILE PREVENTIVE MAINTENANCE INSTRUCTIONAL MATERIAL FOR TEACHER PREPARATION AND HIGH SCHOOL DRIVER. EDUCATION CURRICULUMS Thesis for the Degree of Ph; D. MICHIGAN STATE UNIVERSITY EDDIE HILDRETH, JUNIOR 1972 [missu- LIBRARY Michigan State University This is to certify that the thesis entitled A SURVEY FOR IDENTIFYING AUTOMOBILE PREVENTIVE MAINTENANCE INSTRUCTIONAL MATERIAL FOR TEACHER PREPARATION AND HIGH SCHOOL DRIVER EDUCATION CURRICULUMS presented by Eddie Hildreth, Junior has been accepted towards fulfillment of the requirements for Ph . D. degree in SecondarJL Education and Curriculum Date May 5, 1972 07639 ammuc av y t ’&8 £89” .MFINC. " LIBRARY BINDERS I SPRIIEPMLIIQM‘AI u all VLI ‘ "in. A SUI transpc that ar factor care of activit What th. for autc largely StUdY de instruct tors and Should d and high aut01170131 was deve ABSTRACT A SURVEY FOR IDENTIFYING AUTOMOBILE PREVENTIVE MAINTENANCE INSTRUCTIONAL MATERIAL FOR TEACHER PREPARATION AND HIGH SCHOOL DRIVER EDUCATION CURRICULUMS BY Eddie Hildreth, Junior Statement of the Problem The automobile has become an integral part of our transportation system. At the same time it has been found that an imprOperly maintained vehicle is a contributing factor to accidents in the system. This being the case, care of the automobile becomes an increasingly important activity among our population. However, the problem of what the schools should offer to prepare people to care for automobiles, and how it should be offered is still largely unsolved. This is the problem with which this study deals. It was the purpose of this study to determine what instruction, in the opinion of teacher preparation instruc- tors and representatives from the automobile industry, should driver education teacher preparation institutions and high school driver education courses offer dealing with automobile preventive maintenance. In order to answer this question a questionnaire was developed to survey the colleges and automobile manu- facturers' representatives, asking them to identify those items I cluded ~mainter teachir they ar (2) how to dete (4) cer the aut. tions cc prevent: 82 teach and/or a listed i entitled addition from eac Conduct Plaininc Was obt SOr of Eddie Hildreth, Junior items which they considered important enough to be in- cluded in course content dealing with automobile preventive 'maintenance from the following areas: the importance of teaching (1) How to inspect certain items to determine if they are in need of repair, adjustment, or servicing; (2) how to perform the actual maintenance task; (3) how to detect and identify a potential malfunction; and (4) certain general information and procedures concerning the automobile. The fifth section included general ques- tions concerning the opinions of the respondents toward preventive maintenance and curriculum offerings. Description of the Methods, Techniques, and Data Used The population for this survey was limited to the 82 teacher preparation institutions offering a minor and/or a major in driver education and traffic safety, as listed in a publication of the National Safety Council entitled College and University Safety Courses. In addition, personal interviews with one representative from each of the following automobile companies were conducted: General Motors, Chrysler Corporation and Ford Motor Company. Prior to mailing the questionnaire, a letter ex- plaining the survey was drafted and a letter of endorsement was obtained from Dr. Robert E. Gustafson, Associate Profes- sor of Criminal Justice and Driver Education of the Highway Traffi was 58 the in follow ted que were IE ter use with a were di 0f inte Pondents relating de in educatic meChani than tea and Con Car 0W Eddie Hildreth, Junior Traffic Safety Center at Michigan State University. After three and one-half weeks a follow-up letter was sent to those institutions which failed to reSpond to the initial mailing. The initial mailing and subsequent follow-up letter produced a 90 per cent response of comple- ted questionnaires. A total of 70 completed questionnaires were received from the 82 colleges and universities sampled. Responses to the questionnaire were coded for compu- ter use and the tabulated findings were listed and presented with a narrative description by percentages. The responses were divided into five sections in accordance with the areas of interest listed above. The Major Findings The survey indicated that the majority of the res— pondents were of the opinion that: 1. Instruction dealing with general information relating to the automobile and maintenance should be inclu- ded in teacher preparation, high school and adult driver education curriculums. 2. Teaching preventive maintenance and symptoms of mechanical malfunction of the automobile were more important than teaching detailed instruction of the operating principles and construction of the automobile. 3. Instruction related to the information in the car owner's manual should be stressed in all driver educa- tion courses. mainten favorab mobile ; nation a the lea: items re instruct if not I: should r dealing automob 1 items 0 f and h i g h Ventive 1 teacher I inStI‘uC t Eddie Hildreth, Junior 4. Of all the items listed for automobile preventive maintenance course content, those items receiving the most favorable responses were (a) how to determine when an auto- mobile needs service and (b) items related to general infor- mation and procedures. In contrast, the items receiving the least favorable responses by all the respondents were items related to performing the actual maintenance task. 5. The majority of the respondents indicated that instruction dealing with the parts of the automobile that, if not properly maintained, would contribute to an accident should receive high priority in any phaseof instrUction dealing with the automobile. The respondents from colleges, universities and the automobile industry were in close agreement regarding those items of instruction which teacher preparation institutions and high schools should offer dealing with automobile pre- ventive maintenance. The respondents indicated that teacher preparation institutions should offer more detailed instruction than the high schools. A SURVE ID p A SURVEY FOR IDENTIFYING AUTOMOBILE PREVENTIVE MAINTENANCE INSTRUCTIONAL MATERIAL FOR TEACHER PREPARATION AND HIGH SCHOOL DRIVER EDUCATION CURRICULUMS BY Eddie Hildreth, Junior A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1972 This dissertation is dedicated to the memory of my son Eddie Hildreth, my mother, Bertina Hildreth, and my great aunt and uncle, Lizzie Webb and Ransom Webb. These beautiful peOple meant so much to me. ii ACKNOWLEDGMENT S The writer wishes to acknowledge his indebtedness to a number of persons whose interest, support and guidance made possible the completion of this dissertation. The writer is deeply grateful for the immeasurable inspiration, intellectual criticism and patient guidance provided by his committee chairman and major advisor, Dr. Robert E. Gustafson, during the period spent in writing this dissertation. Thanks also to the other members of his doctoral committee: Dr. William Mann of the College of Education, Dr. Robert O. Nolan of the Highway Traffic Safety Center and Dr. Joseph G. Dzenowagis of the College of Health, Physical Education and Recreation for their sincere sugges- tions, encouragement and constructive criticisms. Thanks to Mr. M. Q. Burrell who was kind enough to grant the writer leave of absence. Gratitude is also extended to Dr. G. Leon Netterville, President, Southern University and A & M College, Dr. E. C. Harrison, Vice President for Academic Affairs, and Dean Henry L. Thurman of the College of Engineering, whose efforts made it possible for the writer to attend Michigan State University. The writer is grateful to Dorothy Baston, iii L. V. Fisher, Jewel and Christine Jackson, and the Johnson family, whose help the writer will never forget. The writer would also like to express his thanks to the personnel at the Highway Traffic Safety Center, Michigan State University, for their kindness and to Phyllis Groenewoud for her time and patience in typing this dissertation. The writer expresses his thanks to the participating colleges, the representatives from the automobile industry and Paul Nelson for the graphics. A special kind of acknowledgment must be extended to the writer's wife, Gladys J. Hildreth, his three daugh- ters, Karen (who was born during this time), Bertina, and Kathleen, and his son Dwayne, for their understanding and cooperation during the many months of work involved in this effort. Their continued encouragement made possible the completion of this undertaking. iv Chapter I. II. III. IV. TABLE OF CONTENTS Page STATEMENT OF THE PROBLEM . . . . . . . . . . . 1 Introduction . . . . . . . . . . . . . . . . . l The PrOblem O O O O O O O I O O O O O O 5 Statement of the Problem . . . . . . . . . . 6 Importance of the Survey . . . . . . . . . . . 7 Scope Of the survey 0 O O O O C O O O O O O O 8 Definition of Terms Used . . . . . . . . . . . 9 Organization of the Remaining Chapters . . . . 10 REVIEW OF THE LITERATURE . . . . . . . . . . . 11 Introduction . . . . . . . . . . . . . . . . . 11 Related Studies . . . . . . . . . . . 12 National Highway Safety Standard 4. 4. 4 . . . 13 National Highway Safety Standard 4.4.1 . . 14 A Resource Curriculum in Driver and Traffic Safety Education . . . . . . . . . . . . . 1? Preventive Maintenance as it Relates to Accidents . . . . . . . . . . . . . . . . 19 Summary . . . . . . . . . . . . . . . . . . . 29 METHODS OF PROCEDURE 0 O O O O O O O O O O O O 3 1 Selection of the Population . . . . . . . . . 31 The Questionnaire Approach . . . . . . . . . . 32 Deve10pment of the Opinion Questionnaire . . . 33 Pilot Study . . . . . . . . . . . . . . . . . 35 Mailout Procedures . . . . . . . . . . . . . . 36 Follow-up Procedure . . . . . . . . . . . . . 36 Methods for the Analysis of the Data . . . . . 37 Summary . . . . . . . . . . . . . . . . . . . 39 ANALYSIS AND FINDINGS OF THE DATA . . . . . . 40 The Opinion of College Teachers and Automo- bile Manufacturers' Representatives Toward Teaching How to Inspect Certain Items to Determine If They Are in Need of Repair, Adjustment or Servicing in Teacher Prepara- tion and High School Courses . . . . . . . . 41 Summary . . . . . . . . . . . . . . . . . . 60 Chapter The Opinion of Respondents Toward Knowing How to Perform Actual Tasks . . . . . . . Summary . . . . . . . . . . . . . . . . . The Opinion of Respondents Toward Knowing How to Detect and Identify a Potential Malfunction . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . The Opinion of Respondents Toward Teaching General Information and Procedures in Driver Education Course Content . . . . . Summary . . . . . . . . . . . . . . The Opinion of College Teachers and Auto- mobile Manufacturers' Representatives Toward Offering Preventive Maintenance in Driver Education Courses and Curriculum Offering . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . . . SUMMARY, CONCLUSIONS, RECOMMENDATIONS, SUG- GESTIONS FOR FURTHER RESEARCH, AND DISCUSSION . . . . . . . . . . . . . . . . Summary . . . . . . . . . . . . . . . . Statement of the Problem . . . . . . . . . The Method of Procedure . . . . . . . . . The Major Findings . . . . . . . . . . . . Conclusions . . . . . . . . . . . . . . . . Recommendations . . . . . . . . . . . Suggestions for Further Research . . . . . . Discussion . . . . . . . . . . . . . . . . . BIBLIOGRAPHY I O O O O O O O O O O O O O O O O O O O APPENDICES A Names of the Colleges Used in the Survey . . B Letters, Names and Positions of the Rep— resentatives Interviewed . . . . . . . . C Correspondence to the Various Automobile Manufacturers Regarding Materials for Developing the Questionnaire . . . . . . . D Letters of Endorsement and Explanation . . . B Frequency of Return of the Questionnaires . F Follow-up Letter . . . . . . . . . . . . . G Opinion Questionnaire . . . . . . . . . . . vi Page 64 77 79 92 93 118 122 132 133 137 137 137 138 139 152 153 155 156 160 163 167 171 176 178 179 180 Table 1. LIST OF TABLES Page Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Determine When Parts of the Automobile Need Adjustment, Such as Brakes, Lights, Fan Belt Tension and Idling Speed . . . . . . . . . . . . . . . . . 43 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Determine When Parts of the Air Pollution, Fuel and Lubricating System of the Automobile Need Replacing and Service Such as Changing Oil, Oil Filters, Air Fil- ters, Fuel Filters, PCV Valve, Emission Con- trol System and Lubricating the Automobile . . 45 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching When Coolant should Be Added to the Radiator, Brake Fluid to the Master Cylinder and the Required Fluids to the Power Steering Unit and Automatic Trans- mission . . . . . . . . . . . . . . . . . . . . 47 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Determine When an Auto- mobile Is in Need of Major Repair, Such as Brakes Relined, Valve Job, Engine, Carbu- retor and Transmission Overhaul . . . . . . . . 49 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Inspect and Determine Tire Wear and Weak Shock Absorbers . . . . . . . . . 51 vii Table 10. ll. 12. Page Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Determine When an Engine Is in Need of a Tune-Up . . . . . . . . . . . . 52 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in .Percentages Relative to the Importance of Teaching How to Inspect and Determine When the Electrical System Needs Servicing, Such as the Battery and Alternator . . . . . . . . . 54 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Inspect and Determine When Front Suspension Needs Servicing, Such as the Ball Joints, Tie Rods and Control Arms . . 56 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Inspect and Determine When Items Such as Door Latches and Hood Latches Are in Need of Repair . . . . . . . . . . . . . 58 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Adjust Brakes, Fan Belt Tension and Idling Speed . . . . . . . . . . . 66 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Perform the Actual Task, Such as Change Oil, Oil Filters, Air Fil— ters, Fuel Filters and PCV Valves, and Lubricate the Automobile . . . . . . . . . . . 68 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Perform the Actual Task, Such as Inflate Tires, Add Coolant to the Radiator, Water to the Battery and Oil in the Engine . . . . . . . . . . . . . . . . . . 69 viii Table Page 13. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Perform the Actual Task, Such as Add Brake Fluid in the Master Cyl- inder and Transmission Fluid in the Trans— mission . . . . . . . . . . . . . . . . . . . . 71 14. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Perform the Actual Task, Such as Replace Points, Spark Plugs, Con- denser, Make Adjustments and Time Engine . . . 73 15. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Perform the Actual Task, Such as Replace Radiator Hoses, Windshield Wiper Blades, Fan Belts, Thermostat and Battery . . . . . . . . . . . . . . . . . . . . 75 16. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Detect Faulty Automobile Operation, Such as Engine Misfiring, Loss of Power and Knocking . . . . . . . . . . . . . 80 17. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Locate and Identify Fuel and Exhaust System Problems . . . . . . . . . . 82 18. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Detect and Identify Poten- tial Problems Related to Noises . . . . . . . . 84 19. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Detect and Identify Electri— cal Troubles, Such as Shorted Wires and Bad Connections . . . . . . . . . . . . . . . . . . 86 ix Table 20. 21. 22. 23. 24. 25. 26. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Identify Potential Brake Problems . . . . . . . . . . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Conduct and Instruct Basic Trouble Shooting . . . . . . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as Starting an Engine that is Flooded . . . . . . . . . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as Attaching Jumper Cables to the Battery When Jump Starting with Booster Battery . . . . . . . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as the Precautions Needed When Towing an Automobile . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Handle Emergencies Such as Blown Electric Fuses and Stuck Horns . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as Relating Ratings of Engine, Brake Horse Power, Rated Horse Power, Torque and Engine Speed and Their Signifi- cance to the User . . . . . . . . . . . . . . . Page 88 90 95 97 99 101 102 Table 27. 28. 29. 30. 31. 32. Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Identify and Give a Working Definition of Major Auto Parts, Such as Cylinder, Piston, Valve, Crank Shaft, Trans- mission and Differential . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as Understanding the Pro- cedures and Information in the Car Owner's Manual . . . . . . . . . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How To Understand Specifications, Such as Capacities for Fuel Tanks, Crank Case, Differential, Power Steering, Pump, Automatic Transmission and Recommendations for Filters, Lamps and Fuses . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as How to Recommend Proper Additives, Fuels, Coolants, Anti-freeze, Brake Fluid and Lubricants . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as How to Relate Vehicle System to Vehicle Safety . . . . . . . . . . Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching Certain General Information and Procedures, Such as How to Relate Vehicle Safety Standards to Vehicle Performance . . xi Page 104 106 108 110 112 114 Table 33. 34. 35. 36. 37. 38. Page Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Teaching How to Clean the Automobile and Do Simple Body Repairs Such as Adjusting Door Latches, Eliminate Body Rattles and Touch Up Scratches on Painted Surfaces . . . . . . . 116 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Including Instruction Dealing With Automo- bile Preventive Maintenance in Teacher Prep- aration and High School Driver Education Courses . . . . . . . . . . . . . . . . . . . . 124 Responses of College Teachers and Auto- mobile Manufacturers' Representatives in Percentages Relative to the Importance of Including Instruction Dealing With Auto- mobile Preventive Maintenance in Adult Driver Education . . . . . . . . . . . . . . . 125 Responses of College Teachers and Auto- mobile Personnel Relative to the Types of Instruction that Should Be Offered in the Curriculums in Regards to "Teaching Pre- ventive Maintenance and Symptoms of Mech- anical Malfunctions of the Automobile," or "Detailed Instructions on the Operating Principles and Construction of the Auto- mobile. . . . . . . . . . . . . . . . . . . . . 127 Responses of College Teachers Regarding the Question, "Does Your Department Offer Instruction Dealing with Automobile Pre- ventive Maintenance? If Not, In What Department Is it Offered?" . . . . . . . . . . 128 Responses of College Teachers in Percen- tages Relative to the Question, "Is an Auto Mechanics Course a Requirement for Your Driver Education Students?". . . . . . . . 130 xii CHAPTER I STATEMENT OF THE PROBLEM Introduction In the Department of Transportation's report to Congress entitled "Safety for Motor Vehicles in Use," June, 1968, it was stated that: About half of the 94 million motor vehicles in use today are estimated to be deficient in critical aspects of safety performance. This condition is of concern to everyone--drivers, passengers, and pedestrians are all potential victims of poorly maintained vehicles. Furthermore, relatively few owners are able to judge the adequacy of corrective repairs. The major conclu- sions of this report are that vehicle deterioration is an important factor in the etiology of accidents and that the government and the general public share an immediate interest and responsibility for the up-grading of the safety qualities of all vehicles permitted on public thoroughfares (p. 10). There are also indications that disabled vehicles stopped along the highway present a serious hazard to the victim and others traveling that portion of the highway. In the National Automotive Trouble Quiz presented on television March 26, 1972 it was stated that: Traffic congestion caused by mechanically disabled vehicles is a very real problem in urban areas. A freeway traffic study conducted in one of our major cities disclosed that the 50 miles of freeways with that city are having 6,400 a¢cidents annually, not in- cluding those on ramps and service drives. At least one lane of the freeway will be blocked for this reason seven per cent of the time. 1 Stalls or breakdowns of various kinds occur on the freeways at slightly less than 6,400 per year. These close off one lane for a total of seven per cent of the time. That city's Police Freeway Patrol maintains a log of all their radio calls to their dispatcher, indicating any occurence which would impede the flow of traffic on the freeways. In one five day period, they recorded 51 stalls or breakdowns on the freeways, all of them due to some malfunction of the car (p.2). The total, as presented by the 1972 National Auto- mobile Trouble Quiz, showed that 10.1 per cent of the ac- cidents mentioned above were caused by failure of some component of the vehicle, including tires. These are ac- cidents directly attributable to mechanical causes. The automobile, once considered a luxury, has become an integral part of our transportation system. The average American makes daily use of his automobile. His financial well-being and that of his family are closely tied to it. Their lives depend on how the automobile is operated and how it is maintained. In 1965 it was stated in Sportsmanlike Driving that too often the automobile itself is blamed for an accident or mechanical breakdown. An automobile is not like a human being with thinking power of its own. It is a machine in- capable of taking care of itself. Because it is a machine, it needs regular preventive maintenance in order to function properly and safely. Driving this machine on the many high- ways of this country is the most dangerous task undertaken by most peeple during their daily activities. If this vehicle is kept in safe Operating conditions its owner is performing a duty to society by protecting himself from becoming a hazard on the highway. There are three main objectives of automobile pre- ventive maintenance: safety, economy and efficiency. Like- wise, the owner is protecting himself by following the pro- cedures outlined in the owner's manual for the proper care of the various critical systems of the automobile. From the standpoint of economy, periodic servicing and tune-ups may seem expensive, but in the long run are less expensive than allowing parts to go until replacement is required instead of just a slight adjustment. Effi- ciency of operation will be increased by keeping the vehicle in good running order. Preventive maintenance also increases dependability and reliability, and imparts a sense of - security when traveling on a roadway system. Owners who completely neglect their automobile until a lever, device, instrument or system becomes defective risk the possibility of costly repair, as well as liability suits due to their negligence. The modern automobile is a highly complex piece of machinery and, like the driver, performs much better when it is in good condition. The parts of an automobile, the var- ious "systems," and their actions are interdependent. Each part needs the others to keep the whole automobile operating safely. By having tune-ups at regular intervals and by taking measures to repair or correct a symptom of difficulty when one appears, the owner has made a reasonable effort to fulfill his social obligation of automobile preventive main- tenance. However, keeping the automobile running requires certain services whether performed by the owner or by a mechanic. Proper preventive maintenance procedures are neces— sary to the life of the automobile, and at the same time make a contribution to another of the nation's pressing problems, that of pollution. It was mentioned in the National Auto- motive Trouble Quiz that most of the cars over two years old need some sort of safety and/or pollution control mainten- ance which has been neglected by their owners. A properly maintained automobile will help reduce pollution and acci- dents caused by component failure. Thus, it becomes in- creasingly important each year that teacher preparation institutions and high school driver education courses expose the students to basic concepts involving automobile preven- tive maintenance. People need to know something about the maintenance requirements for the automobile they operate, including fuel, electrical, cooling, lubrication, braking, exhaust and power train systems. In 1970 the Stanford Research Institute conducted a study for the U. S. Department of Transportation to deter- mine the relationship between vehicle defects and vehicle crashes. As a result of this study, the Stanford Research Institute suggested the following: That consideration should be given to means of edu- cating the public in three approaches to reducing the number and seriousness of component-caused accidents: (1) driver recognition of the symptoms of dangerous vehicle condition, (2) owner responsibility for assur- ing safe vehicle condition, and (3) special driving techniques in emergencies precipitated by component fail- ures. Driver training programs--inc1uding those provided by commercial organization as well as the high schools-- might be strengthened in these fields. Television or other means of mass communication might be used to reach a much wider audience of drivers than is currently reached by the "auto shOp" courses offered under the adult education programs in many communities. Insur- ance companies, automobile clubs, and other concerned organizations could be encouraged to contribute to this type of mass education in automobile safety (p. 83). Of major importance to this survey is the need for educating people in the area of automobile preventive main- tenance. However, the problem of what instruction concerning automobile preventive maintenance should be included in driver education teacher preparation curriculums and high school driver education courses is still largely unsolved. This is the problem with which this study is concerned. The author's interest in automobile preventive maintenance relative to safety, economy, efficiency and the uncertainty of what instruction pertaining to automo- bile preventive maintenance should be included in driver education teacher preparation and high school driver educa- tion course content prompted him to pursue this study. The Problem How much driver education instructors need to know and teach about automobile preventive maintenance based on present literature and conversations with driver education instructors appears to be an unresolved issue at this time. Almost need nc complet mainter teachin vidual to him. Statemex instruct mm repr driver e. school d: PIEVenth survey SC um Opini automobil VenifiiVe m mm high of the re bile Prev I u . qestlonn an d alltOm. toidenti Almost everyone would agree that driver education instructors need not be thoroughly knowledgeable, nor should they be completely ignorant, with respect to automobile preventive maintenance. The success and the amount of time devoted to teaching this subject depend on the knowledge of the indi- vidual instructor and the information that is available to him. Statement of the Problem It was the purpose of this study to determine what instruction, in the opinion of teacher preparation instructors and representatives from the automobile industry, should driver education teacher preparation institutions and high school driver education courses offer dealing with automobile preventive maintenance. More specifically, this research survey sought to answer the following questions: (1) In the opinion of college teachers and representatives from the automobile industry, what items relative to automobile pre- ventive maintenance should be included in teacher preparation and high school driver education courses? (2) In the Opinion of the respondents, should instruction relative to automo- bile preventive maintenance be included in driver education courses and what kinds of instruction should be emphasized? In order to answer the questions stated above, a questionnaire was developed to survey college, university and automobile manufacturers' representatives asking them to identify those elements which they considered important enough to be included in course content dealing with auto- mobile preventive maintenance. Importance of the Survey The fact that the automobile has become an integral part of the transportation system and improper maintenance of the automobile can contribute to accidents, it would appear that people are in need of instruction pertaining to automobile preventive maintenance in order to care for them more wisely and safely. A driver education instructor possessing the right information would be able to meet this need. However, the problem of what teacher preparation insti- tutions should offer to driver education instructors to pre- pare them in this area and what should be offered in high school driver education programs that would be most meaning- ful and be understood by the majority of the students is still largely unsolved. There appears to be a wide difference of opinion as to the appropriate instruction in automobile preventive maintenance for teacher preparation in driver education and high school driver education courses. Some instructors con- sider minor adjustment and care of the automobile is all that is needed, while others would include major adjustments and major repairs. Because of the difference of opinion and limited facts concerning what instruction pertaining to automobile preventive maintenance that should be included in driver education curriculums, it was theorized that a survey of what representatives from driver education teacher prepara- tion institutions and the automobile industry felt should be included in course content for driver education instruc- tors and high school driver education programs would provide useful data for curriculum planning. In further stressing the importance of the study, it was felt that because of the difference of opinion and limited facts available concerning what should be included in course content for teacher preparation institutions and high school driver education courses, curriculum planners are handicapped in assessing and determining accurately the needs that confront driver education. The intent of this study was to make some of these facts available. The tabulated data from this study will serve as a guide to educators, both in higher education and in state departments of education who are responsible for innovation and administration in the driver education curriculum. It is to this objective that the research survey was conducted. Sc0pe of the Survey The population for the survey consisted of the 82 teacher preparation institutions offering a minor and/or a major in driver education and traffic safety. These insti- tutions were selected from a publication of the National Safety Council entitled College and University Safety Courses and represented the total number of colleges and universities offering a minor and/or a major in driver education and traffic safety. Personal interviews with representatives from each Of the three following automobile companies were conducted: General Motors, Chrysler Corporation and Ford Motor Com- pany. The representatives from the automobile industry were selected according tO their position with the company, their background in automobile preventive maintenance, vehicle safety and their interest in traffic safety. The gentlemen selected have earned wide recognition for their contributions tO the automotive industry. Definition Of Terms Used l. Questionnaire-~refers tO the questions developed tO reflect the Opinions Of the respondents. 2. Preventive maintenance--is a planned, orderly and systematic procedure Of inspection and repair tO prevent serious and costly vehicle defects and breakdowns. 3. Automobile manufacturers' representative--refers tO engineers, driver education representatives and public relations personnel who were concerned with traffic safety. 4. Vehicle defect--is an abnormality Of a vehicle system, components, or material structure sufficient to produce a potential failure Of the vehicle. 5. Failure--is the non-performance Of expected 10 functions Of a vehicle. 6. Maladjustment--is a physical positioning Of some vehicle part or collection Of parts such that the intended performance Of the component or system containing the parts is degraded or prevented. In some systems, wear Of certain parts may occur tO a point where nO adjustment other than maladjust- ment is possible. 7. Servicing performance--is attempting the performance Of action required tO restore or maintain vehicle components within normal Operating limits. 8. Owner's manua1--refers tO the small bOOk that in- cludes information, illustration, specifications, and recommendations for maintaining the particular car purchased. Organization Of the Remaining Chapters In Chapter II pertinent literature is reviewed. Presented in Chapter III are the following: (1) methods Of procedure; (2) selection and description Of the sample: (3) the questionnaire approach; (4) the develOpment Of the Opinion questionnaire: (5) methods for analysis Of the data collected; and (6) summary. Chapter IV contains an analysis Of the data and findings, while Chapter V presents the summary, conclusions, recommendations, suggestions for fur- ther research, and discussion. CHAPTER II REVIEW OF THE LITERATURE A comprehensive survey Of the literature revealed nO studies that involved the Opinions Of college and univer- sity driver education instructors and representatives from the automobile industry toward course content for automotive preventive maintenance. A search Of the Thesis Library at Michigan State University, the State Department Of Education Library (State Of Michigan), and the University Of Michigan microfilms disclosed nO research studies that focused dir- ectly on the present study. However, the review did reveal: (1) studies that employed techniques similar tO those used in this study; (2) the National Highway Safety Standards on Driver Education and Motor Vehicle Inspection and related material emphasizing the importance Of including instruction concerning automotive preventive maintenance as it relates tO vehicle safety, economy and efficiency in driver educa- tion courses; and (3) preventive maintenance as it relates to accidents. The following statement taken from the State Journal, Lansing-East Lansing, Michigan, Thursday, October 21, 1971, endorsed the inherent importance Of this study: 11 12 While most Of us today are more careful than ever about how we shell out our money, neglecting needed car maintenance is a false saving. Let's lOOk at the facts. Most Of us depend upon our cars for our livelihoods. Cars take 82 per cent Of us tO work and back. Most Of us seek out recreation by automobile, with 86 per cent Of all travelers using automobiles. Most important SO, partIEularly in the coming months Of winter, it is important tO keep your car in top running condi- tion, whether we're going to work or play. How exactly does stinting on maintenance lead tO potentially major expenditures? Consider these examples: -—Merely washing and waxing your car tO keep its body rust-free can mean a savings Of several hundred dollars at trade-in time. --Changing the Oil and filters at recommended times can prevent premature and expensive engine wear. --Regular tune-ups can cut gasoline bills, prevent road service bills and, in some cases, head Off engine damage. --Whee1 alignments, rotating and balancing tires can make your tires last 25 per cent longer. --Genera1 car care makes your car safer and helps pre- vent accidents. Some estimates state that 10 per cent Of all fatal accidents can be attributed tO neglect Of maintenance (p. 2). Related Studies Rudiger (1952) collected Opinions from automobile owners, service managers and high schOOl driver education instructors in Missouri via a questionnaire. He found that there were certain fundamentals Of automobile construction and operation which, if understood by the owners, would en- able them tO better select, Operate and care for the 13 automobile. Of significance tO the present study were the findings by Rudiger that some driver education instructors were not teaching students tO cope with common automobile emergencies. Also, only about half Of driver education courses included instruction on the selection Of gasoline, Oil and antifreeze. Further, more items dealing with the care, selection and Operation Of the automobile would be taught by the driver education instructor if adequate time were given for the course, and the teacher was adequately trained. This conclusion further endorsed the need for research tO identify those things that should be included in automotive preventive maintenance course content for driver education curriculums. National Highway Safety Standard 4.4.4 Of importance tO this study is the statement in the Highway Safety Program Manual, Volume 4, "Driver Educa- tion" (1969). Basic Course Content a. All classroom and laboratory student learning ex- periences in driver education should take place under the supervision Of teachers or instructors who are certified or licensed as applicable by the designated state agency or agencies. Instruction should treat, but not be limited to, the following areas Of study. Number eight Of these listed areas to be included was: Preventive maintenance, with emphasis on motor vehicle systems and sub-systems that are critical tO safe Operation (pp. 9-11). 14 National Highway Safety Standard 4.4.1 The importance Of automotive preventive maintenance is further supported by the following statement which ap- peared in the legislative history Of the Highway Safety Act Of 1966: "The best engineered machine we can build is going to wear out" ("The Value Of Periodic Motor Vehicle Inspec- tion to Motorists," 1971). The motor vehicle and highway safety legislation Of 1966 formulated the basis for the national attack on motor vehicle crashes, injuries and deaths. As indicated in the 1968 "Safety for Motor Vehicles in Use," the most interesting point in the legislation was the Congress' recognition that there are two critical aspects Of a vehicle's safety per- formance on the highway: First, the vehicle must be designed for safety. Sub- sequent care and attention cannot compensate for defi- ciencies in original vehicle design. Second, vehicles in use must be maintained by their owners in safe working condition. Abuse or inadequate maintenance can obviate the safety the manufacturer built intO the vehicle (p. 1). During the hearings on the legislation, witnesses repeatedly made clear the importance Of maintaining the safety Of vehicles in use. For example, Mr. H. C. Stivers, then President Of the Motor and Equipment Manufacturer's Association, pointed out in his testimony on the safety legislation: Brakes wear out and greater pedal pressure is needed without the driver being aware Of it--shock absorbers lose their effectiveness and the car becomes 15 almost out Of control without the driver becoming aware Of it--exhaust systems can fail, and lethal, odorless, colorless gases can begin tO permeate the vehicle with- out the driver becoming aware Of anything beyond the fact that he is not feeling particularly well that day and has a touch Of a headache (p. 2). As a result Of this Act, Highway Safety Program Standard 4.4.1 (Periodic Motor Vehicle Inspection) was in- troduced. Of significance tO this study is that this standard stresses and supports the importance Of a well maintained vehicle. The purpose Of this standard is tO increase, through periodic vehicle inspection, the likelihood that every Vehicle Operated on the public highways is properly equipped and is being maintained in reasonably safe working order. The standard requires each state tO have a program for periodic inspection Of all registered vehicles, or other experimental, pilot, or demonstration programs approved by the Secretary, tO reduce the number Of vehicles with existing or potential conditions which cause or contribute tO accidents, and it also requires the owner to correct such conditions. Listed below, in descending order, are the fifteen components found most frequently out Of specification by inSpection stations which were set up as a result Of Highway Safety Program Standard 4.4.1 and as indicated in the 1971 "Value Of Periodic Motor Vehicle Inspection to Motorists": 1. Headlight aim 2. Toe-in 3. Timing/advance 4. Spark plug 5. Caster 6. Camber 16 7. Air fuel-idle 8. Heat riser valve 9. Air fuel-intermediate 10. Wheel balance-front ll. Shocks-front 12. Carburetor condition 13. Exhaust 14. Windshield 15. Speedometer accuracy at 60 mph When a vehicle is new it may have safe tires, lights adjusted prOperly, well adjusted brakes and aligned front end. Over a period Of time, however, these parts wear and get out Of alignment. TO keep the vehicle in a safe operat— ing condition, these and other items must be checked periodi- cally. In 1966 the State Of Michigan's Safety Enforcement Emphasis Program (SEEP) was designed for accelerated contact with traffic violators, coupled with vehicle inSpection and recording vehicle and Operator's license information, spon- sored by the Michigan Association Of Chiefs Of Police, in conjunction with the Highway Traffic Safety Center at Michi- gan State University. During the program, over 34,000 vehicles were stopped between November 11, 1966, and January 17, 1967, for inspection by 93 city and township police departments, 21 sheriffs departments, and the Michigan De- partment Of State Police. This accelerated contact with traffic violators, coupled with vehicle inspection and recording vehicle Opera- tor's license information, yielded significant data. Of importance tO this present survey is the following data par- ticipating departments were able to gain from a random 17 sample Of 4,056 stops: There were 4,570 total vehicle defects discovered; 60.3% Of the vehicles stOpped had defects and 39.7% Of the vehicles had nO defects Ofiserved; 28.8% Of the vehicles showed two or more defects (p. l). Of the total reported defects, the percentages Of individual defects were: 1. Other lights 39.7% 2. Exhaust system 12.6 3. Windshields and windows 12.4 4. Headlights 10.0 5. Visibility equipment 6.7 6. Mirrors 6.4 7. Brakes 6.3 8. Steering 3.3 9. Horn 2.6 The implications seem to be that it is very important that owners and drivers Of vehicles know and understand the importance Of automotive preventive maintenance. Driver education courses could provide meaningful information tO enable drivers tO recognize when there is a malfunction or when certain items Of the automobile need adjustment or replacement. A Resource Curriculum in Driver and Traffic Safety Education In 1970 a driver education resource curriculum pub- lished by the Automotive Safety Foundation stated: How much the driver needs tO know about the machine he Operates in traffic appears tO be an unresolved issue at this time. Almost everyone would agree that drivers need not be thoroughly knowledgeable, nor should they be completely ignorant, with respect tO vehicle mechanism. The answer tO the original question lies somewhere between these two extremes, which represents a wide latitude (p. 140). Of interest tO this investigation, the resource 18 curriculum indicated that Operators need certain knowledge about the vehicle in order tO select and maintain a vehicle properly, and they need certain knowledge in order tO develop the poise, confidence and control Of an expert driver. Both maintenance and control, two closely related factors, serve as means tO complete a trip's Objectives. James E. Aaron and Marland K. Strasser (1966) noted that while driver education courses are not designed tO develop skilled mechanics, it is very important and neces- sary that students understand something about the vehicle they are tO Operate and its limitations. Students should be familiar with proper maintenance procedures. Although some students will not perform the maintenance functions themselves, they must know what preventive maintenance pro- cedures are necessary tO keep the vehicle in safe, ef- ficient Operating condition at all times. Aaron and Strasser (1966) said that Opinions vary among driver educators concerning the knowledge Of the mechanical Operation Of an automobile necessary for driver education students. In some foreign countries a proficiency in automobile mechanics is a prerequisite for receiving a driver's license. Many driver education teachers in America, however, feel that nO knowledge Of mechanics is necessary in order tO drive safely, while others feel that a knowledge Of mechanical Operation isan aid tO the student in learning the fundamental skills Of safe driving. In any case, knowledge Of the fundamental principles Of the Operation Of an 19 automobile will be helpful tO the student in understanding the limitations Of the vehicle and will create an awareness Of trouble signs that suggest the need for attention in order tO keep the vehicle in safe and efficient Operating condition. Aaron and Strasser also feel it is apparent that there is a need tO identify those things that are im- portant in automotive preventive maintenance. It is also clear that these factors should be included in the driver education curriculum. Preventive Maintenance as it Relates tO Accidents Bishop (1963) conducted a study Of one-car accidents and the young driver in Ingham, Eaton and Clinton Counties in Michigan during the last quarter Of 1959, in which he studied 119 accidents. This study revealed 41 vehicle defects in 36 Of the 119 accident cases or 30 per cent Of the total. The following list Of vehicle defects, showing the number Of cases and defective parts involved, was re- ported in Bishop's study: Vehicle Defects Number Of Cases Defective Part 23 Tires 5 Headlights 4 Steering Mechanism 3 Brakes 2 Door 2 Shock Absorbers l Muffler _1’ Accelerator 41 20 In reporting the findings, Bishop mentions that the word "defective" is misleading in reference tO tires, since in 22 Of the 23 cases one or more tires were smooth, but not necessarily defective. The one defective tire "blew out." In the 22 smooth tire cases, the vehicle skidded on a wet or icy surface. However, it is difficult tO say how much this factor contributed to start the skid or how much effect the deficiency had on the driver's effort tO regain control Of the vehicle. BishOp indicated in most Of the above cases the responsibility for the vehicle defect and its contribution tO the accident rested upon the owner Of the vehicle, because he knew about the deficiency before starting the trip. Of concern here is that Bishop's study definitely indicated that improperly maintained vehicles can contribute tO accidents. Harold Pellegrino (1960) wrote an article titled "Preventive Maintenance Aids Safety;” The following quo- tation from Pellegrino citing examples Of motor vehicle accidents caused by improper maintenance methods supports the need for owners and potential owners Of automobiles tO know something about preventive maintenance: Case NO. 1--May 27, 1955, 10 a.m., clear weather. Cause: Ruptured air hose resulted in loss Of brakes. Brake failure caused the vehicle tO run at an accelera- ting speed, killing the driver and six pedestrians. Conclusion: Ruptured air hose due to faulty inspection and inadequate maintenance. Case NO. 2--Ju1y 17, 1958, 5:30 a.m., dark rainy weather. Cause: Windshield wiper failed tO Operate. Driver Of vehicle nO. 2 could not see roadway, drove Off the shoulder, pulled back on highway and drove into side Of 21 vehicle nO. 1, killing six. Conclusion: ImprOper maintenance Of windshield wipers. Case NO. 3--December 27, 1958, 4 p.m., clear weather. Cause: Right rear tire blew out. Blow out caused the car tO sway and then skid across the highway, down a steep embankment and into two trees, killing two: the driver and one passenger. Conclusion: Improper main- tenance Of tires. Case NO. 4--Ju1y 27, 1958, 6 a.m., clear weather. Cause: Right rear tire blew out causing driver Of vehicle nO. 1 tO drive intO the side Of vehicle no. 2 skidding across bridge, killing driver Of vehicle no. 1. Conclusion: ImprOper maintenance Of tires. Case NO. 5--August 2, 1959, 11:50 a.m., clear weather. Cause: Vehicle nO. 2, brakes failed. Vehicle nO. 2 was traveling at a high rate Of speed and, to keep from running into the rear Of vehicle nO. 3, passed on the left, running head-on into vehicle no. 1. Killed seven: four in vehicle nO. 1, three in vehicle no. 2. Conclusion: ImprOper maintenance Of brakes. Case NO. 6--Apri1 8, 1958, 4 p.m., weather clear but dark. Cause: Brake failure. Vehicle nO. 1 Observed vehicle nO. 2 driving across center line. Attempted tO stOp and steering apparatus broke and car hit vehicle no. 2 head-on, killing one person. Conclu- sion: Improper maintenance Of steering apparatus. Case NO. 7--March l, 1957, afternoon, clear weather. Cause: Brakes failed. Vehicle no. 1, pick-up, was following vehicle no. 2, a drilling rig. The drilling rig was proceding along the highway traveling upgrade and slowing up gradually. Finally, its weight stopped it and the motor died. The driver applied the brakes, but the ruptured hydraulic line broke causing the brakes tO release. The rig rolled backwards, jack-knifing and toppling over and onto the top Of the pick-up. One person killed. Conclusion: Proper maintenance Of hydraulic system would have prevented the accident. Case NO. 8--August, 1958, afternoon, clear weather. Cause: Insufficient lighting on vehicle no. 2. Vehicle no. 1 was traveling at a high rate Of speed and over- ran vehicle no. 2 which was traveling at a very slow rate Of speed and did not have flashing red lights as required by law. One person killed. Conclusion: Im- prOper maintenance Of ignition system. Case NO. 9--July 19, 1959, 1:30 a.m., partly cloudy, dark weather. Cause: Brakes failed and vehicle was 22 across the center line. Vehicle no. 1 applied brakes tO turn Off the highway, skidding directly in front Of vehicle no. 2, killing four persons: both drivers and two passengers in vehicle no. 2. Conclusion: Brakes were not properly adjusted (pp. 98-99). Information from Pellegrino's article presenting the actual case studies Of accidents indicated that improper maintenance Of vehicles is certainly a contributing factor tO accidents. Implications relevant tO this survey were: Preventive maintenance is very important to safety and prOper preventive maintenance is a factor in accident pre- vention. Further, the need for proper maintenance should be understood by all owners and potential owners Of auto- mobiles. Instructors properly trained tO teach automotive preventive maintenance could help meet this need. i In 1970 the Stanford Research Institute conducted a study in Santa Clara County, California, for the U. S. Department Of Transportation tO determine the relationship between vehicle defects and vehicle crashes. The primary Objective Of the study was to collect and analyze data from highway accidents in order tO determine causal relationships between defective vehicle components and vehicle crashes. The cases investigated were mishaps not clearly caused by human error, some unavoidable traffic situation or transient environment state. The Stanford Research Institute Crash Analysis Team reviewed over 100 accidents initially suspected tO have been caused by defects, malfunctions or maladjustments Of vehicle components and systems. However, only 50 Of the accidents 23 were investigated in depth. It was found that Of the 50 cases investigated:'(1) fifteen accidents were investigated where wheels were con- sidered tO be the cause Of the accident. It was found that Of these fifteen accidents, wheels were identified as a contributing factor in all fifteen. (2) An investigation was made Of 13 accidents where brake failure was suspected. Twelve Of these accidents were found tO be related to brake failure. (3) Failure Of the power train was suspected in 13 accidents. Of these 13 accidents, the power train did contribute tO 9\Of the accidents. (4) Steering was sus- pected in 6 accidents and it was found that problems in the steering system did contribute tO all 6 Of the accidents. (5) Two accidents were investigated where the suspension was suspected as a contributing factor. Suspension failure was found tO have contributed tO both Of the accidents. (6) One accident was investigated where the exhaust system was considered as the factor leading tO the accident. It was found that the exhaust system was a contributing factor. A point Of interest in the findings reported by the Stanford Research Institute was that in some Of the cases investigated, the owners themselves had either failed to recognize that their vehicles were Operating under unsafe conditions or had failed tO have the necessary repairs done. The Stanford Research Institute suggested that consideration should be given tO means Of educating the public in ways tO reduce the number and seriousness Of component-caused accidents. 24 K. J. Tharp and Garrett (1968), in a study conducted at Cornell Aeronautical Laboratory, Inc., Buffalo, New York, titled "Multi-Disciplinary Investigation tO Determine Auto- mobile Accident Causation," made a preliminary analysis Of 276 accidents. A total Of 193 Of these accidents were examined in somewhat greater detail than the other cases. Of the 193 complete cases, there were some cases where vehicle factors contributed directly tO the accidents. Of importance tO the present study were those defects which could have been detected through prOper preventive maintenance. In their findings, Tharp and Garrett reported that three Of the cases involved brake failure. In one case the master cylinder cracked; in another case a brake line failed. Two other cases involved failure in the vehicle lights. Another case involved a corroded battery connection which came loose, causing the car tO stall partially on the highway when the driver attempted tO turn the car around in the road. Several other cases in which the vehicle may have been a contributing factor were also reported. Eight Of these were skidding accidents involving poor tires; three cases involved faulty exhaust systems where the drivers complained Of sleepiness. Of significance tO the present survey were the findings by Tharp and Garrett that an imprOperly maintained vehicle can contribute tO accidents. Further, the items generally contributing tO the accident could have been 25 detected through prOper preventive maintenance. ' Alfred L. Mosely (1962) in his presentation on fatal highway collisions, reported that 29 per cent Of the vehicles which passed through vehicle inspection points were found to be defective in one way or another. Further, com- ponent failures can contribute tO accidents. Mentioned in the presentation were accidents caused by failure Of the steering system, braking system and tires. Studies conducted at the University Of Michigan (1970) indicated that performance Of the vehicle depends upon the performance Of the vehicle components. Failure Of the components could contribute tO accidents. It was men— tioned that research needs tO be continued on the contribu— tions degraded components play in vehicle crashes. J. Stannard Baker and Leroy R. Horn (1969) is their research report titled "An Inventory Of Factors Suggested as Contributing tO Traffic Accidents," listed such items as leaky exhaust system, defective lighting system, improperly working windshield wipers, leaky carburetors, poor condition Of brakes or steering mechanism, defective tires and im— proper wheel alignment as contributing factors tO accidents. The implication Of this list Of items indicates that the condition and proper preventive maintenance Of vehicles could play an important part in accident prevention. Strasser, Eales §t_al. (1969) stated "no make Of automobile is indestructible." Abuse or neglect in Operation or maintenance will certainly make any car unsafe to drive 26 and keep up. The purpose Of preventive maintenance is tO help the driver tO get the safest, most economical per- formance from his automobile. Halsey and Kaywood's (1968) research on the causes Of accidents has shown that mechanical failure has been a contributing factor in far more cases than once thought. Faulty tires, brakes and lights played a greater part than anyone knew. The implication relevant tO the present study is that many Of these mechanical failures could have been avoided if car owners had been aware Of the symptoms and made repairs at once. It was reported by the author Of A Safe Start (1967) that safety equipment is much more than seat belts and a padded instrument panel. It includes tires, brakes, horn, signal lights--in fact, every Operating part Of the auto- mobile. Any single item, improperly maintained, could be the cause Of an accident. It is the driver's responsibility to know, use and maintain every safety feature Of his car. One cannot overemphasize the importance Of regular car maintenance. All car parts wear and need repair or replacement in time. The best guard against malfunction Of car parts is the driver's own regular maintenance program. Should a mechanical failure result in an accident, it may well be the fault Of the owner and not the fault Of the car. The Michigan Driver Education Association stated in a 1971 publication that car neglect is blamed for many deaths. It is estimated that 5,600 lives, plus millions Of 27 unrecoverable dollars are lost every year because car main— tenance is neglected by the owners. Included in the "1970 Resource Curriculum in Driver and Traffic Safety Education" was the conclusion that each owner must assume responsibility for the maintenance Of his vehicle. Furthermore, it is tO his advantage tO dO so. It makes sense for an owner tO assume this responsibility, because prOper maintenance Of the vehicle increases the probability Of the owner reaching his destination safely, conveniently and economically. A visit made by the author tO the Michigan Depart- ment Of State Police in search Of information related tO poorly maintained vehicles as a contributing factor in ac- cidents Obtained information from the 1970 "Michigan Traffic Accident Facts" that defective equipment contributed tO 9,761 accidents in Michigan in 1970. The major conclusion tO be drawn is that preventive maintenance could play a major part in preventing most Of the accidents that are the result Of mechanical failure. The National Automotive Trouble Quiz was a one—hour network television documentary presented by the authorized dealers Of Fram Filter Products on March 26, 1972. The National Automotive Trouble Quiz TV "Special" reached an estimated audience Of more than 10 million. The program was designed tO make people aware Of the importance Of car care and it provided a mass driver education program on car main- tenance by means Of the quiz. Of interest tO the present 28 survey was the following statement taken from a lesson plan which was distributed tO driver education instructors before airing Of the quiz: Now let's turn tO the fourth cost Of human pain and slaughter. How do we know maintenance neglect maims and kills? Because experts now tell us so. For some time we have been wondering just how much mechanical failure contributes tO the accident rate. We now have reports from various state authorities listing causes Of accidents on interstate highways. The total comes tO 10.1% caused by failure Of some component Of the vehicle, including tires. . . These are accidents directly attributable tO mechanical causes. How many accidents are caused by a combina- tion Of circumstances, possibly including loose steering, bad brakes, smooth tires or poor vision . . . who knows? The California Highway Patrol knows . . . or at least they seem tO know more than most other authori- ties because they tOOk the trouble tO make a careful examination Of the wreckage Of 409 single car acci- dents. 29% Of the vehicles involved had one or more mechanical defects. . . defects due to wear and lack Of maintenance. Two out Of three Of these defects either caused the accident or contributed tO it. In 6.4% Of the accidents investigated, a mechanical deficiency was directly responsible. The most commonly Observed problems were in braking systems, accounting for 35% Of all defects found. Next came steering system defects at 26%, with tires ranking third at 21% (p. 8). The lesson plan also included a study recently sponsored by the Department Of Transportation and carried out by Intext, Transportation Research Division. Intext was trying tO determine the attitudes and habits Of United States motorists regarding the safety maintenance Of their cars. Significant among the findings was that people who are relatively knowledgeable about their cars report one- half to one-third fewer accidents or near-accidents due tO 29 mechanical defects than those who are not. The report also showed that the more knowledgeable the owner is, the more likely he is tO be conscientious about car care. Dr. Harold L. Henderson (1972), Intext's Principal Investigator on the study, said, "If the general public could be successfully educated, then we could expect a considerable reduction in defect—related accidents." Here, then, is a key tO the solution Of our problem--consumer I education on the value Of car maintenance--the simple mes- sage that car care makes gOOd sense (National Automotive Trouble 01112., 1972) . Summary A review Of the literature presented in this chapter included: (1) related studies that employed techniques similar tO those used in this study and information Of a pertinent nature; (2) the National Highway Safety Standards on Driver Education and Motor Vehicle Inspection and related material emphasizing the importance Of including instruc- tion dealing with automotive preventive maintenance as it relates tO vehicle safety, economy and efficiency in driver education courses; and (3) preventive maintenance as it relates tO accidents. A thorough review Of the literature disclosed nO research that focused directly on automotive preventive maintenance course content for driver education courses. A review Of applicable sections Of newspapers, 30 Highway Safety Standards on Driver Education and Motor Vehicle Inspection, textbooks, curriculum guides, and jour- nals were presented with specific content areas outlined. Also presented were pertinent sections Of "Michigan Traffic Accident Facts." The literature review reinforces the author's view that preventive maintenance education is a necessary part Of a comprehensive driver training program. Chapter III will present the methods and procedures used in the survey. CHAPTER III METHODS AND PROCEDURES The basic concerns Of this survey were tO determine: (1) In the Opinion Of college teachers and representatives from the automobile industry, what items relative tO auto- mobile preventive maintenance should be included in teacher preparation and high school driver education courses. (2) In the Opinion Of the respondents, should instruction relative tO automobile preventive maintenance be included in driver education courses and what kinds Of instruction should be emphasized. Selection Of the Population It was decided at the inception Of this study that data would be sought from colleges and universities through- out the United States. It was felt that these respondents, distributed as they were, would be a fair sampling for this study. Further, it was assumed that teacher preparation institutions would have had experience in automobile train- ing procedures for driver education instructors and would be able tO give valid Opinions in the study. The pOpulation for this survey was limited to the 82 teacher preparation institutions Offering a minor and/or a 31 32 major in driver education and traffic safety. The colleges and universities selected represented colleges and universi- ties from throughout the United States and, therefore, it was felt that the respondents would be a fair sampling for the study. The names Of the colleges and universities are loca- ted in Appendix A. Included also were personal interviews with a rep- resentative from each Of the three following automobile companies: General Motors, Chrysler Corporation and Ford Motor Company. The representatives from industry were selec— ted according tO their position with the company, their back- ground in automobile preventive maintenance, vehicle safety and their interest in traffic safety. The gentlemen selected have earned wide recognition for their contributions to the automotive industry. It was assumed that the representatives from the three automobile companies would be aware Of the knowledge needed tO be included in automotive preventive maintenance courses. Letters, names and positions Of the representatives interviewed are located in Appendix B. The Questionnaire Approach Because Of the number and location Of the colleges and universities included in the population, it was decided tO use the questionnaire approach in gathering data. Carter V. GOOd and Douglas E. Scates (1954) stated: The questionnaire is a major instrument for data gathering in descriptive survey studies and is used to secure information from varied and widely scattered sources. The questionnaire is particularly useful when 33 one cannot really see personally all Of the people from whom he desires responses or where there is no particular reason tO see the respondent personally. This technique may be used tO gather data from any range or size ter- ritory sometimes national or international (GOOd and Scates, 1954, pp. 606-607). The validity Of the questionnaire in a descriptive survey was pointed out by Spahr and Swenson (1930). Van Dalen and Meyer (1966) also indicated that the questionnaire ap- proach was a useful method for the collection Of data. The. use Of the questionnaire approach in research studies has been mentioned by Backstorm and Hursh (1963) and Sax (1968) as an effective method for the collection Of information. Development Of the Opinion Questionnaire In order tO formulate the statements tO be contained in the proposed Opinion questionnaire, it was necessary to determine the most appropriate information related tO auto- mobile preventive maintenance tO be considered, based on the specific questions outlined in Chapter 1. Before developing the questionnaire, a personal in- terview was held with a staff member Of the Department Of Agricultural Engineering responsible for teaching internal combustion at Michigan State University. Further, informa- tion concerning the types Of material that would aid in developing the questionnaire was sought from people in the automobile industry. _QOrrespondence with the various industries is found in Appendix C. An examination was made Of available literature 34 related tO automotive preventive maintenance and tO programs Of automotive instructions. From the interview, related lit- erature and the materials from industry, items were selected and listed according to their frequency Of occurence. The selected items were used to develop the questionnaire. The questionnaire was designed tO ask the respondents their Opinions regarding the importance Of including certain items in teacher preparation and high school driver education courses. The items in the questionnaire were arranged in the Likert format using the following five-category response system: (1) "no importance"; (2) "Of little importance"; (3) "important"; (4) "very important"; and (5) "extremely important." The "no importance" category denotes the most unfavorable response toward including the item in course con- tent, and the "extremely important" response denotes the most favorable response toward including the item in the course content. In addition tO the 33 items included in the Opinion questionnaire, five questions seeking general information were added. These questions included: (1) the Opinion Of the respondents toward the importance Of including instruc- tion dealing with automobile preventive maintenance in teacher preparation and high school driver education cour- ses; (2) the Opinions Of the respondents toward including instruction dealing with automobile preventive maintenance in adult driver educatiOn courses; (3) the Opinion Of the respondents toward what should be stressed in high schOOl 35 driver education courses, (a) preventive maintenance and symptoms Of mechanical malfunction Of the automobile, or (b) detailed instruction Of the Operating principles and construction Of the automobile; (4) a statement tO determine if the responding institution Offered instruction dealing with automotive preventive maintenance and in what depart- ment it was Offered; and (5) a statement tO determine if an automobile mechanic's course was required in the res- ponding institution's curriculum. The purpose for including these items was tO Obtain general information from the res- pondents as tO what is being Offered and required at various institutions relating tO automotive preventive maintenance. Also provided on the last page Of the Opinion ques- tionnaire was a space for additional comments or remarks. Pilot Study A pilot study was conducted involving a group Of graduate students enrolled in a 999 Research Seminar course and graduate students presently teaching driver education. In light Of the comments from these groups, the wording Of some items was altered and in some instances items were deleted or new ones were added. These preliminary interviews and the pilot study were conducted tO establish reasonable clarity in the items finally adopted. 36 Mailout Procedures Prior tO mailing the completed Opinion question- naire tO the 82 colleges and universities, the following steps were employed: (1) typing Of the institution's name, address and salutation on each letter Of explanation and letter Of endorsement supplied by Dr. Robert E. Gustafson, Associate Professor Of the Michigan State University High- way Traffic Safety Center; (2) preparation Of the return envelope; (3) addressing the envelope to be mailed out containing the Opinion questionnaire, letter Of endorsement, return envelope and letter Of explanation. Contained in Appendix D are copies Of the letter Of endorsement and letter Of explanation. Follow-Up Procedure Each Opinion questionnaire mailed tO a college or university was coded so that the responding institution could be identified. As the completed questionnaire was returned, a list containing the addresses Of the colleges and universities in the sample was checked tO identify those who had res— ponded. The responses from the questionnaire were trans- ferred tO computer cards for data processing. After a period Of three and one-half weeks, a follow-up letter was sent tO those institutions which had failed tO respond to the initial mailing. 37 The original mailing and the follow-up letter pro- vided a 90 per cent return (70 Of 82) Of completed ques- tionnaires from the colleges sampled. Appendix E contains a graph that shows the frequency Of returns Of the ques- tionnaires. Appendix F contains the follow-up letter. Methods for the Analysis Of the Data The findings presented in Chapter IV Of this inves- tigation involved the use Of descriptive statistical tech- niques that indicated in percentages the respondents' degree Of commitment toward the importance Of including items from the various sections Of the questionnaire in teacher prepara- tion and high schOOl driver education courses. TO facilitate the presentation Of these data, the chapter was divided into five sections. The first four sections included responses tO the importance Of teaching the following: (1) how tO inspect the automobile to deter- mine if certain parts are in need Of repair, adjustment or servicing; (2) how tO perform the actual maintenance task; (3) how tO detect and identify a potential malfunction; and (4) general information and procedures related tO the automobile. The fifth section contained questions concern- ing the Opinions Of the respondents toward preventive main- tenance and curriculum Offering. The representative items included in the Opinion questionnaire were examined in accordance with five categories Of responses: "no importance," "Of little importance," I“! 38 "important," "very important," and "extremely important." The analysis Of the data indicated that responses tO the items fluctuated between "no importance," and "little im- portance" and between "very important" and "extremely im- portant." Therefore, in reporting the data the responses "no importance" and "Of little importance" were collapsed; "important" was considered separately, and the categories "very important" and "extremely important" were collapsed (Allen L. Edwards, 1965). In the analysis Of the data each question on the questionnaire was treated separately. A narrative descrip- tion Of the analysis is followed by a table presenting the total percentages Of the respondents' degree Of commitment for the collapsed category Of responses--"nO importance," "Of little importance," and the category "important" and the collapsed category Of "very important" and "extremely important." Following the tables are comments by the res- pondents from the colleges and industry. Each section con- cludes with a summary. It should be noted that in the analysis Of the data only those items which were ranked according tO the category "very important—extremely important" should be considered favored tO be included in course content. However, those items which were ranked as "important" should be considered whenever an expanded course Offering is desired or as second choice items. The data gained from the responses to the items 39 according tO categories and the comments by the respondents from the colleges and the representatives from the auto- mobile industry toward what they believed should be included in teacher preparation and high schOOl driver education courses comprised the information upon which this study was based, and should be considered when develOping course content. Summary Presented in this chapter were the methods or pro- cedure for (1) selection Of the sample, (2) the question- naire approach, (3) develOpment Of the Opinion questionnaire, and (4) methods for analysis Of the data. A 90 per cent return (70 Of 82) was Obtained from the various colleges throughout the United States and a 100 per cent participation from the automobile industry was Obtained. The separate questions were analyzed and the data organized into individual tables which contained the percentages Of responses toward each item in the question- naire. Comments by the respondents from the colleges and industry followed the tables in each section. Further, each section concluded with a summary. Presented in Chapter IV are the findings Of this research survey. CHAPTER IV ANALYSIS AND FINDINGS OF THE DATA In the preceding chapter the methods Of procedure for this survey were presented. Contained in this chapter is an analysis Of the data and the findings. TO facilitate the presentation Of these data, the chapter is divided into five sections. The first four sec- tions contain Opinions Of the respondents concerning the im- portance Of including certain items dealing with automotive preventive maintenance in driver education teacher prepara- tion and high schOOl driver education courses. These sections are: (l) inspecting the automobile tO determine if certain items are in need Of repair, adjustment or servicing; (2) how tO perform the actual task; (3) how tO detect and identify a potential malfunction; and (4) knowing certain general infor- mation and procedures. The fifth section concerns the Opinions Of the respondents toward preventive maintenance and curriculum Offering. The representative items included in the Opinion questionnaire were examined according tO five categories Of response--"no importance," "Of little importance," 1m- portant," "very important," and "extremely important." However, in reporting the data, the responses "no importance" 40 41 and "Of little importance" were collapsed, "important" was considered separately, and the categories "very important" and "extremely important" were collapsed. All Opinions, as shown by the percentages in the following tables, are expres— sions Of the respondents relative to the importance Of in- cluding the item in course content for teacher preparation and high school driver education courses. However, since the primary interest Of this study was tO determine what should be included in driver education course content related tO preventive maintenance, only the respondents' Opinions concerning those items ranked in the "very important" and "extremely important" categories were considered. Consideration should be given to those items ranked "important" as second choice items when determining course content. In the analysis each question on the questionnaire was treated separately. A narrative description Of the analysis is followed by a table presenting the data. Fol- lowing the tables comments from college teachers and res- pondents from the automobile industry are presented. Each section concludes with a summary. The Opinions Of College Teachers and Automobile Manufacturers' Representatives Toward Teaching How to Inspect Certain Items to Determine if They Are in Need Of Repair, Adjustment or Servicihg in Teacher Preparation and High School Courses Attention in this section focused upon data re- garding the importance Of teaching how tO inspect certain items Of the automobile to determine if they are in need Of repair, adjustment or servicing in teacher preparation and 42 high school drivereducation courses. Included in this section are the following: (1) when certain parts Of the automobile need adjustment, such as brakes, lights, fan belt tension and idling speed; (2) when parts Of the air pollution, fuel and lubricating system Of the automobile need replacing and service such as changing Oil, Oil filters, air filters, fuel filters, PCV valve, emission control system and lubricating the automobile; (3) when radiator, master cylinder, power steering and trans- mission need servicing; (4) when an automobile is in need Of major repair, such as brakes relined, valve jOb, engine, carburetor and transmission overhaul; (5) how tO inspect and determine tire wear and weak shock absorbers; (6) how tO determine when the engine is in need Of a tune-up, (7) how tO inspect and determine when the electrical system needs servicing such as the battery and alternator; (8) how tO inspect and determine when front suspension needs servicing such as the ball joints, tie rods and control arms; and (9) how to inspect and determine when items such as door latches and hOOd latches are in need Of repair. These data are presented in Tables 1-9. Table 1 presents responses by college teachers and automobile manufacturers' representatives relative tO item 1: "the importance Of teaching how tO determine when parts Of the automobile need adjustment, such as brakes, lights, fan belt tension, and idling speed." Table 1 shows that: 43 mmmzam uoc mos macho» on» .mcwocson on one .wooa Hesse .cucou umouwmc on» on Oopssou mommucoouome o.ooa m o.ooa m o.ooa on H.ooa on mamuoe Amomcommom oommmaaouv o.ooa m o.ooa m n.5v mm O.mm av ucmuuomEH aHoEonuxm ucmuuomEH muo> H.5m om m.s~ he ucmuuodsH Ammmsommom oommnaaouv p.ma as «.5H NH mocmuuodeH mapped mo oocmuuomEH oz w c w c w c m a Hoonow .moum Hooaom .moum sown HOnOOOWI swam Honomoa noncommom moasnmeoo OHmnOEOus¢ m u z mnommmwm uoaamm om n z musoocommom .Ooomm OGAHOH can :OHmcoa uflwm can .munmfiq .moxmum we seem .uamEUmsflea emoz maflnoeousa on» no muumm cons ocafiuouoa 0» 30m mcwzowoa mo OOGOOHOOEH on» O» o>auoaom.mmmmucoouom cw mm>fluoucomoummm .mnousuowmssoz OHHQOEOusd can muonoome ommaaoo mo noncommom .H OHQOB 44 1. Only 17.2 per cent Of the college teachers con- sidered this item Of little importance for teacher prepara- tion and 15.7 per cent felt that it was Of little importance for high school driver education course content. 2. Of the college teachers responding, 24.3 per cent indicated that this item was important for teacher preparation and 37.1 per cent felt that this item was im- portant for high schOOl driver education courses. 3. Fifty-eight and six tenths per cent Of the college teachers felt that this item was very important for teacher preparation while 47.2 per cent Of the teachers in- dicated that this item was very important for high school courses. 4. All Of the respondents from industry indicated that this item was very important for teacher preparation and high school driver education courses. Table 2 presents responses by college teachers and automobile manufacturers representatives regarding item 2: "the importance Of teaching how to determine when parts of the air pollution, fuel and lubricating system Of the auto- mobile need replacing and service such as changing Oil, Oil filters, air filters, fuel filters, PCV valve, emission control system and lubricating the automobile. Table 2 shows that: 1. Only 14.3 per cent Of the college teachers felt that this item was Of little importance for teacher prepara— tion, while 12.9 per cent felt that it was Of little 4S m>m3am no: moE mamuou on» .mcfiocson On one .wooa Hmsem .nucmu umoumoc can on Ooccsou mommucoouoma o.ooa m o.ooa m o.ooa on H.ooa on mamuoe momcommmm oommmaaoov o o o o s.Hm om m.em os ucmuuomeH saoeonuxm ucmuuomEH who> o.ooa m o.ooa m n.mm mm a.mm om ucmuuodeH Ammmcommom ommmmaaoov a.ma m m.aa OH mocmuuoosH manage mo mocmuuomEH 02 w c w c w c w c Hoonom .moum Hoosom .moum swam HOSOOOWI nomm Honommw noncommom momcdmaoo mafiooeousd m u z muosomoa O OHHOU on u z mucoocommom .oaenoeouse may mcfiumofiuosq can Eoumwm HOHDGOO GmemflEm .O>Hm> >Um .muouaflm Hoam .muouaflm Had .mnmuaflm Hfio .Hao mnemcmsu mo scam O0fl>uom can mcflomamom Oooz maflnoeousa mop mo Eoumwm mswumoaunsq can doom .cofiuoaaom mad may no muumm cosz ocflEHouoa Ou som meanomoa mo mocmuuomEH may on o>wumaom «mommucoouom cw mo>flumucomoumom .muousuommscoz OHHQOEousd can muonomoa omoaaou mo noncommom .N OHQOB 46 importance for high schOOl courses. 2. Of the college teachers responding, 28.6 per cent considered this item to be important for teacher prepa- ration and 35.7 per cent felt that the item was important for high school courses. 3. Of the teachers, 57.2 per cent indicated that this item was very important for teacher prepration and 51.4 per cent felt that this item was very important for high school courses. 4. Of the automobile industry representatives, 100 per cent considered this item tO be important for teacher preparation, and 100 per cent felt it was important for high schOOl driver education courses. Table 3 presents responses by college teachers and automobile manufacturers' representatives relative tO item 3: "the importance Of teaching how tO determine when coolant should be added to the radiator, brake fluid tO the master cylinder and the required fluids tO the power steering unit and automatic transmission. Table 3 indicates that: 1. Only 7.1 per cent Of the college teachers felt that this item was Of little importance for teacher prepara- tion and 11.4 per cent considered this item Of little im- portance for high school courses. 2. Of the teachers, 30 per cent felt that this item was important for teacher preparation, while 34.3 per cent regarded this item important for high school courses. 47 .wooa Hesse m>m3ao uoc ace mamuou on» .mcwocsou on can .nucou umounoc may on OOOGOOH moomucoouoms o.ooa m o.ooa m 0.00H on 0.00H or mHmuOB Amomcommom ommmmaaouv be m no N m.vm mm a.mo as namuuodsmIsHmEmuuxm ucmuuomEH muo> mm H mm H m.vm vm o.om Hm DGOHHOQEH Amomcommom commmaaouv ¢.HH m H.n m mocmuuomsH oeupmq mo oosmuuomEH Oz w c w c w c m c Hoosom .moum Hoonom .moum swam nonomoa swam genomes momcmmsoo OHHQOEOusd m u z muomomwmomoaHoo cm H z noncommom mucoosommom .cOAmmaEmcmuB OHumEOusfl can Owns ocfiuooum Hozom on» O» mowsam wouflso -om on» can newsflaso noummz on» on cases mxmum .uouaflemm one on emcee om Oasosm unmaooo conz anaconda mo mocmuuomEH ecu Op O>Humaom emommusoouom ca mo>flumucomoumom .muousuommscmz oaanoeouss can muonomoa omOHHOU mo noncommom .m OHQOB cent prep item the for impc indL teac impc autc imp< autq Val the tic imi Ceh I“hi. Schc 48 3. Of the college teachers responding, 62.9 per cent considered this item tO be very important for teacher preparation courses and 54.3 per cent indicated that this item was very important for high schOOl courses. 4. Thirty—three per cent Of the respondents from the automobile industry felt that this item was important for teacher preparation and 33 per cent felt that it was important for high schOOl courses. 5. Sixty-seven per cent Of the respondents from industry considered this item tO be very important for teacher preparation and 67 per cent indicated it was very important for high school courses. Table 4 presents responses by college teachers and automobile manufacturers' representatives relating to the importance Of item 4: "teaching how tO determine when an automobile is in need Of major repair, such as brakes relined, valve job, engine, carburetor and transmission overhaul. The data presented in Table 4 indicate that: l. Twenty per cent Of the college teachers felt that this item was Of little importance for teacher prepara- tion and 30 per cent indicated that this item was Of little importance for high school courses. 2. Of the college teachers responding, 34.3 per cent felt that this item was important for teacher preparation while 40 per cent considered this item important for high school courses. 3. Forty-five and seven tenths per cent Of the 49 mmmzam Doc hoe mHOpOu may .mcflocsou O» can .wooa Hesse .sucou ummumoc map on omocsou mmmwucooummu o.ooa m o.ooa m o.ooa on o.ooa on mamuoa Amomcommom oommmaaoov 0.0m Hm k.ms mm ucmuuodeH sHoEmuuxm ucmuuomEH >HO> o.ooa m o.ooa m o.os mm m.sm em “economeH Amomcommmm oommmaaoov 0.0m Hm o.o~ «H monounodeH mappeq mo mocmuuomEH oz w a w c w c w c Hoonom .moum Hoonom .monm nmfim HOQOOOB swam HOSOOOB noncommom newcomeoo maflnOEOusd m u z muonomoa ommaaou on u z mochQmOm mo>flucucomoumom .mumusuommscmz OHHQOEOOO4 one muonomoe OOOHHOU mo noncommom .Hsmcuo>o cowmmwsmcmne one uouousoumo .ocflmcm .ooo O>Hm> .Oocflaom moxmum mm zoom .uwmmom Howe: mo Oooz cw mH Oaflooeouss cm coca oceanouoo Op 303 mcflnowma mo OOcmquOEH on» on o>flumaom «mommucoouom ca .4 magma 50 teachers indicated that this item was very important for teacher preparation and 30 per cent indicated that this item was very important for high school courses. 4. All Of the respondents from the automobile in- dustry felt that this item was important for teacher preparation and high school driver education courses. Table 5 presents responses by college teachers and automobile manufacturers' representatives regarding the importance Of item 5: "teaching how tO inspect and determine tire wear and weak shock absorbers." Data revealed in Table 5 show that: 1. Only 5.7 per cent Of the college teachers considered this item tO be Of little importance for teacher preparation and 8.6 per cent felt that this item was Of little importance for high schOOl courses. 2. Twenty—seven and one-tenth per cent Of the teachers responding indicated that this item was important for teacher preparation and 22.9 per cent felt that it was important for high school courses. 3. Of the college teachers responding, 67.1 per cent felt that this item was very important for teacher preparation and 68.6 per cent indicated that it was very important for high schOOl driver education courses. 4. All Of the respondents from industry felt that this item was very important for teacher preparation and high school driver education programs. Table 6 presents responses by college teachers and 51 .wooa Hesse m>m3am no: woe mamuou map .mcwocsou on one .nucou umonmoc onu Op OOOGOOH mommpcoouoma o.ooa m 0.00H m H.00H on a.mm on mamuoa Amomcommmm Ommmmaaouv o.ooa m o.ooa m a.mm me a.hm he ucouuomam SHoEOHuxm ucmuHOmEH wuo> a.mm ma H.hm ma ucmuuomEH Amomcommom Oommmaaouv m.m m e.m s oocmuuomEH mauuma mo mocmuuomEH oz w c w c w c m c Hoonom .moum Hoonom .monm amen Hononma swam Honomoa moacmmeoo Oawooeous< m u z muonoooa o OHHOU on u z noncommmm mucmoc.mmom muonHOmnd xoonm xcoz can Hook ones ocfifihouoa one uommmcH Op 30: anaconda mo oocmuuomfiH on» on O>Humaom «mommucooumm ca mO>Hqucomoumom .muousuowmssmz oaanosousd can muosomoa OOOHHOU mo noncommom .m manna 52 m>m3am uoc mmE mamuou on» .mcflpcsou Ou O50 .mooa Hosea .npcmu amoummc on» on OOOGDOH mmmcucoouoms o.ooa m o.ooa m o.ooa on o.ooa on mamuoa Ammmcommmm pommmaaoov o.ooa m p.mm mN m.mm em pcmuuodeH seasouuxm ucmuHOQEH muo> o.ooa m a.me om o.ov mm ucmunomEH Amomcommmm OmmmmHHOUv s.a~ ma a.H~ ma moamuuomemmwuumq mo OOGOOHOQEH 02 w c w c w c w : Hooaom .moum Hoonom .moum swam nonomoa swam Honomoa noncommom newcomeou onoOEOusm m u z muonomoa omoaaou Oh u z mucmpnommmm anionsa O mo Oooz a“ mH msflmam an coax OGHEHODOO Op 303 mcflnomoa mo OOGOOHOQEH may on m>wumaom «mommusoouom :H mo>aumucomoumom .muounuomwscmz mafinoaousd can mumnooma omOHHOU mo noncommom .O OHQOB 53 automobile manufacturers' representatives relative tO the importance Of teaching how to determine when an engine is in need Of a tune up. Table 6 shows that: l. Twenty-one and four-tenths per cent Of the college teachers felt that this item was Of little im- portance for teacher preparation and 21.4 per cent consider this item tO be Of little importance for high schOOl courses. 2. Forty per cent Of the teachers indicated that this item was important for teacher preparation and 42.9 per cent felt that this item was important for high school courses., 3. Of the college teachers, 38.6 per cent felt that this item was very important for teacher prepration, and 35.7 per cent indicated that this item was very important for high school courses. 4. All Of the respondents from industry considered this item very important for teacher preparation and important for high school courses. Table 7 presents responses by college teachers and automobile manufacturers' representatives relative tO the importance Of item 7: "teaching how to inspect and deter- mine when the electrical system needs servicing, such as the battery and alternator." Data in Table 7 show that: 1. Of the college teachers responding, 21.5 per 54 .wooa Hosvm mhn3am uoc woe mamuou can .mcHOGOOH on one .sucou umonmoa on» O» poocsou mommucoouoms o.ooa m o.ooa m o.ooa on o.ooa on mamuoa Amomcommom Oommmaaoov o.nm m a.mm N p.mm mm v.av mm usounomEH haoEOHuxm ucmuuomEH muo> o.mm H a.mm H s.ae mm H.5m mm ucmuuodsH Amomcommom Oommnaaovv m.m~ Ga m.H~ ma monounodsH canoes mo OOGOHHOQEH 02 m c w c m c w : Hoonom .moum Hoonom .moum m m no a Hm seconds 5 am Hosp 9 noncommom unflcmmaoo OHflQOEOuas m u z muonomoa OOOHHOU on u z mucoocomwmm IIIJIHHII .uoumsuouad can muouumm on» no spam .mcwow>uom moooz Eoumwm Hmowuuooam on» :033 mafiauouoo can uoommcH 0» 30m mcflnomoe mo OOGOOHOOEH on» O» O>Humaom «mommpcoouom cw mo>flumucomoumom .muousuommssmz OHflnoeous< can mnocomoe omoaaoo mo noncommom .5 «Home 55 cent considered this item Of little importance for teacher preparation courses and 22.9 per cent felt that it was Of little importance for high school courses. 2. Thirty-seven and one-tenth Of the college teachers indicated that this item was important for teacher prepara- tion and 41.4 per cent considered this item important for high schOOl courses. 3. Forty-one and four—tenths per cent Of the college teachers indicated that this item was very important for teacher preparation and 35.7 per cent considered this item very important for high school courses. 4. Only 33 per cent Of the respondents from industry considered this item important for teacher preparation and 33 per cent felt that this item was important for high schOOl courses. 5. Sixty-seven per cent Of the respondents from industry felt that this item was very important for teacher preparation and high schOOl driver education courses. Table 8 presents responses by college teachers and automobile manufacturers representatives regarding the importance Of item 8: "teaching how tO inspect and deter- mine when front suspension needs servicing, such as ball joints, tie rOds and control arms." The data in Table 8 show that: 1. Only 27.2 per cent Of the college teachers con- sidered this item Of little importance for teacher prepara- tion and 30 per cent felt that it was Of little importance 56 non mmE mamuou on» .mcfiocsou O» can .mooa Amoco mhn3am .nucou umoumos on» on ooocsou mommucooumme o.ooa m o.ooa m a.mm on o.ooa on mamuos Amomcommmm ommmmaaoov o.ooa m m.~s om H.es mm oamuuomemsaoEouuxm ucmuuomEH >Ho> o.ooa m H.nm ma n.mm ma ucmunomEH Amomcommmm Oommmaaoov o.om Hm N.RN ma ooemuuoeeH mauumq mo oocmuuomEH 02 w a m c w G w : Hoonom .monm Hoonom .moum comm Honommmm roam Honomoe mmmcommom mowcmmaoo OHHQ sousm m u z muonomoe omOHHOU on n z mucmocommom .mEMd Honucou one moom owe .mucfioo Hamm on» we zoom .O:H0w>uom moooz :OHmcommsw pcoum cosz ocwEHmuoo one uOOmmcH 0» 30m mcflnomoa mo oocmuuomEH on» Ou O>Humaom «mommucoouom a“ mm>wumucomoummm .muousuommscmz OHAQOEOuss one mnosomoa OOOHHOU mo noncommom .m manna 57 for high school courses. 2. Of the college teachers responding, 25.7 indi- cated that this item was important for teacher preparation and 27.1 felt that it was important for high schOOl courses. 3. Of the college teachers, 47.1 per cent considered this item tO be very important for teacher preparation and 42.8 per cent indicated that this item was very important for high school courses. 4. All Of the respondents from industry considered this item very important for teacher preparation and important for high schOOl courses. Table 9 presents responses by college teachers and automobile manufacturers' representatives relating to item 13: "the importance Of teaching how tO inspect and determine when items such as door latches and hOOd latches are in need Of repair." Data in Table 9 indicate that: 1. Of the college teachers responding, 34.3 per cent indicated that this item was Of little importance for teacher preparation courses while 38.6 per cent considered this item Of nO importance for high school courses. 2. Of the college teachers, 32.9 per cent felt that this item was important for teacher preparation and 32.9 per cent considered this item important for high school courses. 3. Only 32.9 per cent Of the teachers indicated that this item was very important for teacher preparation .wooa assoc m>m3am Doc mmE mamuou on» .mcaocsou on one .nucou umonmoc map ou coocsou mommucooumm« o.ooa m o.ooa m H.00H on H.ooa on mamuoa 58 Amomsommom Oommmaaouv o.ooa m o.ooa m m.m~ om a.mm mm ucmuuodsH sHmEouuxm ucmunomEH mum> a.mm mm a.mm mm bemusedsH Amomcommom Oommmaaouv m.mm em m.sm em ooemuuodsH mauve; mo mocmumomEH oz w c w a m c w c Hoonom .mmum Hoonom .moum swam nosomoa gown HOSOOOB noncommom moacmmeoo oawooeousm m n z muonomoa omoHHOO on u z mucoocommom .Hfimmwm mo Oomz :H mud monoumq OOOm can monoumq noon no snow mEouH cosz osafiuouoa can uoommcH Op 30: mcwnomma mo OOGOOHOQEH may on m>wuoamm «mommucmouom cw mo>fiumucomonmom .muousuommsccz OHflQOEous< can muonocma omoaaoo mo mmchQmOm .m manna 59 and 28.6 per cent felt that it was very important for high school driver education courses. 4. All Of the respondents from industry felt that this item was very important for teacher prepration and high school driver education courses. Typical comments by college teachers concerning the items in this section are as follows: I consider those things imperative in the safe Operation Of a vehicle more important than those only involved in efficient Operation. Example: In section one, item 3, I would rate tires, master cylinders and power steering higher than radiator, battery and transmission. I rated the need for college courses higher than high school because teachers need more proficiency in order tO teach well. All Of the items in section one are extremely important for teacher education programs and high schOOl programs. However, I believe emphasis should be placed on things related tO the safety Of the automobile. The items in section one are all very important items tO consider for course content, but parts Of the auto- mobile such as brakes, steering, tires, front end sus- pension and shocks should be stressed more than Other items that don't relate directly tO the safety Of the automobile. Items in section one are important tO both teacher preparation and high schOOl courses. I think teacher preparation should teach more in this area than the high schools. I rated these items more important for teacher prepara— tion than I did for high schOOl courses. It is my Opinion that the instructor should be better prepared than the students. All Of the items are important but we should stick tO those safety related items because Of the time factor in high schools. Automobile manufacturers' representatives commented on section one as follows: Teaching how tO determine when the headlights were in need Of adjusting should be included in course content 60 related to preventive maintenance. Included in such instruction should be such things as knowing how tO identify the high and low beam pattern as they drive the automobile at night time. It is extremely important that [they] know how tO in- spect and determine when tires are in need Of servic- ing. This should be included in driver education course content related tO preventive maintenance. In- cluded in such instruction should be how tO identify thread wear, when tires need rotating, balancing, alignment, replacing and above all, the correct tire pressure for the tires they use. Instruction dealing with inspection and determining when brakes need servicing should be included in teacher preparation and high school driver education courses. This instruction should include teaching students such things as how to determine when the brakes need servic— ing by the in-car method. This method includes depres- sing the brake pedal tO check for free travel, unusual noise when the brake pedal is depressed, pulling Of the car tO the left or right when the brakes are ap- plied, the smell Of brake fluid and Of course visual inspection. It is important tO teach people tO determine when parts Of the electrical system need servicing, such as iden- tifying worn wires, frayed battery cables and battery corrosion. Items in section one, such as determining when the engine was in need Of a tune-up and lubrication, would be important for course content. However, items rela— ted tO safety and accident prevention are extremely important. Summary A large percentage Of the college teachers and the manufacturers' representatives from the automobile industry responded favorably toward including the items from this section in teacher preparation and high schOOl driver educa- tion courses, as is shown in the analysis Of the data. 61 In reference tO items that should be included in teacher preparation, item 5 (Table 5) "how tO inspect and determine tire wear and weak shock absorbers," received the highest percentages Of favorable responses. Sixty-seven and one—tenth per cent Of the college teachers and all respondents from industry ranked this item in the "very important— extremely important" category. Item 3 (Table 3) "how tO determine when coolant should be added to the radiator, brake fluid tO the master cylinder and the required fluids tO the power steering unit and automatic transmission," received the second highest percentages Of favorable res- ponses; 60.9 per cent Of the respondents from the colleges and 67 per cent Of the respondents from the automobile in— dustry ranked this item "very important." Item 1 (Table 1) "how to determine when items such as brakes, lights, fan belt and idling speed need adjusting" received the third highest percentage Of favorable responses; 58.6 per cent Of the respondents from the colleges and all Of the representatives from the automobile industry felt strongly toward including this item in teacher preparation courses. Following item 1 was item 2 (Table 2) "how tO determine when parts Of the air pollution, fuel and lubrica- ting systems Of the automobile need replacing and service such as changing Oil, Oil filters, air filters, fuel filters, PCV Valve, emission control system and lubricating the auto- mobile." Fifty-seven and two-tenths Of the college teachers and 67 per cent Of the respondents from the automobile 62 industry ranked this item in the "very important-extremely important" category. The items mentioned above were items ranked over 50 per cent in the "very important-extremely important" category. One might consider these items as first choice items when developing course content. There was a noticeable decrease in favorable res- ponses toward the remaining items in this section. It was interesting tO note that item 13 (Table 9) "how tO inspect and determine when items such as door latches and hOOd latches are in need Of repair" received the lowest percentage Of favorable responses from the college teachers (28.6 per cent). At the same time, 67 per cent Of the respondents from industry ranked this item in the "very important- extremely important" category. Industry concern with doors coming Open on impact and roll-over accidents could be the reason for this difference in ranking the item. Industry also ranked item 6 (Table 6) "how to determine when the engine is in need Of a tune-up" higher than the college teachers. Only 38.6 per cent Of the college teachers ranked this item in the "very important-extremely important" category while all Of the respondents from in— dustry considered this item very important for teacher preparation. However, almost 40 per cent Of the college teachers did indicate that this item was important. The same situation occurred with item 8 (Table 8) "how tO determine when front suspension needs servicing, 63 such as the ball joints, tie rods and control arm." Only 47.1 per cent Of college teachers ranked this item in the "very important-extremely important" category, while all the respondents from industry ranked the item in the "very important-extremely important" category for teacher prepara- tion. In reference tO items that should be considered for high schOOl courses, item 5 (Table 1) "how tO inspect and determine tire wear and weak shock absorbers" received the highest percentage Of favorable responses. Sixty-seven and one-tenth per cent Of the college teachers and all Of the respondents from industry ranked this item in the "very important-extremely important" category. This item also received the highest percentage Of favorable responses for teacher preparation. Following item 5 was item 3 (Table 3) "how tO determine when certain items such as the radiator, battery, master cylinder, power steering and transmission need servicing." Fifty-four and three-tenths per cent Of the college teachers and 67 per cent Of the respondents from industry ranked this item in the "very important-extremely important" category. Item 2 (Table 2) "how tO determine when parts Of the automobile such as changing Oil and Oil filter, changing the air filter, fuel filter, PCV valve, emission control system and lubricating the automobile," received the third highest percentage Of favorable responses; 51.4 per cent Of the college teachers ranked this item very important. 64 The remaining items in this section were rated below 50 per cent in the "very important" category. The reSpondents were in substantial agreement as tO the importance Of including items in this section in teacher preparation and high schOOl driver education courses. Evi- dence Of this is indicated by the percentage Of favorable responses the items received. Items relating tO the safety Of the automobile tended tO be most highly favored for course content. However, item 2 (Table 2) "how tO determine when parts Of the air pollution and emission control system need servicing" also received a high percentage Of favorable responses. Opinione Of Reepondents Toward the Igportance Of Knowing How tO Perform Actual Tasks This section presents the opinions Of the res- pondents toward including in teacher preparation and high school driver education course content how to perform actual tasks on the automobile. TO facilitate the presentation Of these data the section includes the Opinions Of the res— pondents toward teaching how tO perform the actual task on the following items: (1) adjust brakes, fan belt tension and idling speed; (2) change Oil, Oil filter, fuel filter, PCV valves, and lubricate the automobile; (3) inflate tires, add coolant tO the radiator, water to the battery and Oil in the engine; (4) add brake fluid in the master cylinder and transmission fluid in the transmission; (5) replace 65 points, spark plugs, condenser, make adjustments and time engine; (6) replace radiator hoses, windshield wiper blades, fan belts, thermostat and battery. These data are presented in Tables 10-15. Table 10 presents responses by college teachers and automobile manufacturers' representatives relative tO item 9: "the importance Of teaching how tO adjust brakes, fan belt tension and idling speed." Table 10 shows that: 1. Of the college teachers responding, 41.5 per cent felt that this item was Of little importance for teacher preparation, while 54.2 per cent considered the item Of little importance for high school courses. 2. Forty per cent Of the college teachers ranked this item in the important category for teacher preparation and 30 per cent indicated it was important for high schOOl driver education courses. 3. This item was considered very important for teacher preparation by only 18.6 per cent Of the college teachers and 15.7 per cent considered the item very important for high schOOl driver education courses. 4. All Of the respondents from industry considered this item very important for teacher preparation; all Of the respondents considered it important for high school courses. Presented in Table 11 are the responses by college and industry representatives relative to item 10: the importance Of teaching "how tO change Oil, Oil filters, air 66 .mooa assoc m>m3ao no: hoe mango» on» .mcwocsou O» can .nucou pounce: on» on poocsou mommucmonome o.ooa m o.ooa m a.mm on H.00H on mamuOB Ammmcommom commoaaoov o.ooa m p.ma mm m.ma ma ucmuuomfim afloEouuxm ucmunomEH wuo> o.ooa m o.om mm o.os mm ucmuuodsH Amomcommom Oommmaaoov ~.sm NH m.Hv mm mocmuuomEM may» a.mo occmqumEH oz w c a c m c w s Hoonom .moum Hoonom .mmum swam Honomoa swam Hosonma noncommmm moacdeOO OHflnOEOuzd m u z muonomoe omoHHOU on u z mucooaommom .Ooomm mcaaoH can coflmsoa Odom com .moxcum nuance 0» 30m mcfinomoa mo OOGMOHOQEH on» O» O>flunaom «mommucoouom :H mo>flumucommumom .muousuommsccz oaflnoeousd can muosoooa omoaaoo mo noncommom .oa OHQOB 67- filters, fuel filters and PCV valves, and lubricate the automobile." Data in Table 11 indicate that: 1. Of the college teachers, 35.8 per cent considered this item Of nO importance for teacher preparation and 42.8 per cent ranked it Of nO importance for high schOOl courses. 2. Only 34.3 per cent Of the college teachers felt that this item was important and 35.7 per cent considered the item important for high school courses. 3. Thirty per cent Of the college teachers ranked this item very important for teacher preparation while only 21.5 per cent Of the teachers considered the item very im- portant for high schOOl courses. 4. All Of the respondents from industry considered this item tO be Of little importance for teacher prepara- tion and high schOOl driver education courses. Table 12 presents the responses by college teachers and automobile manufacturers' representatives regarding item 11: "the importance Of teaching how tO inflate tires, add coolant tO the radiator, water to the battery and Oil in the engine." Table 12 shows that: 1. Only 18.5 per cent Of the college teachers ranked this item Of little importance for teacher preparation and 17.1 per cent considered it Of little importance for high school courses. 2. This item was considered important for teacher 68 non hoe mamuou on» .mcflocsou on one .wooa assoc m>n3am .zucou umoummc on» on OOOGDOH mommucoouome o.ooa m o.ooa m o.ooa on H.ooa on mamuoa Amomcommom Oommmaaouv m.a~ ma o.om Hm ucmuuomsH aaosouuxm unnuuomEHINwo> n.mm mm m.¢m em usmuuomEH Amomcommom ommmnaaoov o.ooa m o.ooa m m.~q om a.mm mm mocmpuomeH mapped mo mocmuuomEH 02 w c w c a m a Hoonom .moum Hoonom .moum gmflm HocomwmII now: Honomma unficmmaou mafiooaousm m u z muononme OOOHHOU on u z noncommmm mucoccommom .oaflnosousm one oucOflnnsq one .mo>ao> >Um can muouaem Hose .muouafls HH< .mumuflfim Hfio .Heo «mango we seem .xmme Hmsuoa on» Snowmen 0» 30m mcwnoooa mo ooamuuomEH may on o>flumaom «momcucoouom aw mo>flunucmmoumom .muousuommscmz oHflnoeousd one muosomoa OOOHHOU mo noncommom .HH manna 69 won hoe manpou on» .mcflocsou Op Odo .wooa assoc m>m3am .nucmu ummumoc may on OOOGOOH mommucooumme o.ooH m o.ooa m o.ooa on ~.ooa on manuoa Amomcommom Ommmmaaoov o.ooa m o.ooa m 0.0m mm v.nm ov usmuuomEH aaosouuxm uncuuomEH muo> a.mm mm m.vm be ucmuuodsH Amoncommom Oommmaaouv H.na NH m.mH ma moccauonEH oauueg mo oocnunomEH oz w c w a w c m c Hoonom .moum aoonom .moum swam Honomos coax Hosomoa noncommmm newcomeou oaanoeound m u z muononoa om.HHOU on u z mucoocommom .meemcm on» HA Heo ecu snouumm on» on Hones .uoumflomm can on ucmHOOU pus .mouwa oumamsH no spam .xmma Hmsuod on» EHOMHOA 0» 30m mcwnomoa mo mocmunomfiH may on O>Humaom smommucmoumm aw mo>wumucomoumom .muounuommssmz OHAQOEousm can mnosocoa OOOHHOU mo noncommom .NH OHQOB 70 preparation by 24.3 per cent Of the college teachers and 32.9 per cent indicated that the item was important for high schOOl courses. 3. Of the college teachers, 57.4 per cent ranked this item very important for teacher preparation. At the same time, 50 per cent Of the teachers considered this item very important for high schOOl courses. 4. All Of the respondents from industry considered this item very important for teacher preparation and high schOOl driver education courses. Table 13 presents the responses by college teachers and respondents from the automobile industry relative tO item 12: "the importance Of teaching how tO add brake fluid in the master cylinder and transmission fluid in the trans- mission." The data in Table 13 show that: 1. Of the college teachers responding, 31.5 per cent considered this item Of little importance for teacher preparation and 32.9 per cent felt that it was Of little importance for high school driver education courses. 2. This item was ranked important by 34.3 per cent Of the college teacher for teacher preparation, while 35.7 per cent considered it important for high schOOl courses. 3. The item was considered very important for teacher preparation by 34.3 per cent Of the college teachers and only 31.4 per cent Of the college teachers considered the item very important for high schOOl courses. 71 .wooa Hmsoo mmmzam Doc was mamuou may .mcfiocsou Op Odo .sucou umonmmc on» on poocsou mommucoouom« o.ooa m o.ooa m o.ooa on H.ooa or mamuoe Amomcommom Ommmmaaouv s.am mm m.sm em pamunomeH saosmuuxm uncuHOmEH who> o.hm N ,h.mm mm m.vm ON unmuHOQEH Amomcommom oommmaaouv o.ooa m o.mm H a.mm mm m.Hm mm mocmuuodsH mapped mo mocmuuomEH oz w c m c w c w c Hoonom .moum Hoonom .mmum swam Honomoa swam Resumes noncommom mowsmmEOU Oaflooeouss m u z mumnomoa omoaaoo on u z mucmocommom .cofimmHEmcmua can ca Owsam coflmmHEmcmua can Hoocflamu Hoummz on» ca Oasam oxmum one no £05m .xmma Hosuog may EuOmuom 0» 30m mcwsomoe mo mocmqumEH on» on O>Humaom smommucooumm cfi mm>flumucomoumom .muousuommscmz mafinoeousd can muonomoa omoHHOU mo noncommom .mH manna 72 4. Thirty-three per cent Of the respondents from industry ranked this item Of little importance for teacher preparation and all Of the representatives indicated this was Of little importance for high schOOl courses. 5. Sixty-seven per cent Of the respondents from industry considered the item important for teacher prepara- tion. Table 14 presents the responses Of college teachers and representatives from the automobile industry regarding item 14: "the importance Of teaching how tO replace points, spark plugs, condenser, make adjustments and time engine." Table 14 shows that: l. Fifty-four and three-tenths per cent Of the college teachers ranked this item Of little importance for teacher preparation while 65.7 per cent considered this item Of little importance for high school courses. 2. Only 28.6 per cent Of the college teachers con- sidered this item important for teacher preparation and 25.7 per cent indicated that it was important for high schOOl driver education courses. 3. Seventeen and two-tenths per cent Of the college teachers felt that this item was very important for teacher preparation, while only 8.6 per cent felt this item was very important for high school courses. 4: All Of the representatives from the automobile industry felt that this item was Of little importance for teacher preparation and high school driver education courses. 73 non use mamuou on» .mcflocsou on one .wooa assoc mmmzao .sucou pmouwoc Ono Ou oooooou mommucoouome o.ooH m o.ooa m o.ooa on H.ooa on mamuoa Amomcommmm Oommmaaouv o.m O ~.ha NH ucmuuomEm mHoEOHuxm unnunomEH muo> p.mm ma o.mm om ucmuuodeH Amomsommom Oommmaaoov o.ooa m o.ooa m n.mm we m.vm mm mocmuuome OHuuHA mo mocmuuomEH 02 w a w c m a w a Hoonom .moum Hoonom .moum (Khan. Hmmmmmh Imme (ImmmmMWBlll noncommom moasmmEOU OHHQOEOOO< m u z muononoa OOOHHOO or." z . mucoocommom .Ocfimcm mafia one mucofi unmanOd oxmz .Homcoosou .mmsam xucmm .mucwom oomamom mm £05m .xmma Hmsuom on» EHOmnom 0» 30m mcflsomoa mo OOGOOHOQEH may on o>fluoaom «mommucoouom cw mo>flumucomoumom .mnousuommscwz OHflnoeousd one muonomoa OUOHHOO mo noncommom .vH manna 74 Presented in Table 15 are the responses Of college teachers and representatives from the automobile industry relative to item 15: "the importance Of teaching how tO replace radiator hoses, windshield wiper blades, fan belts, thermostat and battery." Data in Table 15 show that: 1. Of the college teachers responding, 38.6 per cent ranked this item Of little importance for teacher prep- aration and 40 per cent indicated that it was Of little importance for high schOOl courses. 2. Thirty-two and nine-tenths per cent Of the college teachers felt that the item was important for teacher preparation courses and 47.1 per cent felt that it was im- portant for high schOOl courses. 3. The item was ranked very important for teacher preparation by only 28.5 per cent Of the college teachers and only 12.8 per cent considered it very important for high school courses. 4. Thirty—three per cent Of the automobile industry respondents considered the item Of little importance for teacher preparation and all Of the industry representatives felt that it was Of little importance for high schOOl courses. 5. Sixty-seven per cent Of the representatives ranked the item important for teacher preparation courses. Typical comments by college teachers are the fOl- lowing: Preventive maintenance and identifying a malfunction is very important but "how to" perform the task is 75 .wooa ansoo mhn3am uoc woe mamuou on» .mcHocsou 0» won .npcou umoumoc on» Op OOOGOOH mommucmouoms o.ooH m o.ooa m a.mm on o.ooa on mamuos Amomcommom oommmaaouv m.~H m m.mm om unmuuodeH saosmummm ucmunomEH auo> o.ko m H.54 mm a.mm mm ucmuuomsH Ammmcommom Oommmaaouv o.ooa m a.mm a o.ov mm m.mm em OOGOHHOQEH OHuqu mo oocmuuomEH oz m C m c m S w c Hoonom .mmum Hoonom .moum swam nonomoe nmwm Honomoe noncommom nowcmmEOU OHHmOSOus< m u z mummonoa mmmHHOO OH H z mucoocommom .muouumm can unumOEHO£B .muaom com .moomam Homflz OHOHSmocwz .momom noumfionm oomamom no spam .xmna Hmsuod esp EHOmuom 0» 30m anaconda mo OOcmuHOQEH on» O» o>flumHOm «momcucoouom ca mo>aumucmmmummm .mumnouommssmz OHfinOEOusm can muonomoa OOOHHOU mo noncommom .mH OHQOB 76 absolutely unnecessary. How tO perform the actual task is important only tO understand the Operation so that a person could talk intelligently with service men, but few people will be able tO perform them; for this reason preventive maintenance should be emphasized in driver education courses. The amount Of equipment required tO service and take care Of the automobile would make it impractical for the average owner tO have all the know—how tO perform the actual task in many cases. The time usually allotted to driver education in high schools isn't sufficient to give adequate training to all the items listed in section two. However, I feel a special course in this area should be included in teacher preparation courses centered around simple repairs. I don't think you should try tO train students in high school in the performance Of service. I don't think you should try tO cover all the items listed in section two. I would agree tO teaching the students tO dO such things as inflating tires, adding coolant, Oil, brake fluid and checking the battery. Replacing points, plugs and condensers would be gOOd tO know. However, I feel some emphasis in this area should be in teacher preparation courses. How tO perform the actual task should be included in teacher preparation and high school courses but on a limited basis. The emphasis should be placed on identification and minor repair and adjustment and not on major repair jobs. This type Of instruction could be valuable at both levels. However, it must receive low priority because at the present time there is not enough time afforded at the high school level tO adequately handle the dri- ving task which must receive top priority. However, teacher preparation should provide some minor instruc- tion in this area. The automobile manufacturers' representatives com- mented on section two as follows: Including hOw tO adjust brakes would be very important tO include in teacher preparation and high schOOl driver education courses. However, instruction in this area 77 should include the in-car method Of self adjusting brakes. Instruction should be limited in the high school course. It is very important tO teach students how to inflate tires. The instruction should include how tO read a tire pressure gauge, correct tire pressure and when tO check the tire pressure. Teaching high schOOl students tO perform the actual task would require tOO much time in high school courses un- less it was a special course designed for this purpose. I would not include this material in high school driver education courses. Some Of the simple tasks could be taught in teacher preparation. Summary The data revealed that item 11 (Table 12) "the im- portance Of teaching how to inflate tires, add coolant to the radiator, water tO the battery and Oil in the engine," received the highest percentage Of favorable responses for teacher preparation courses. Fifty-seven and four-tenths per cent Of the college teachers and all Of the representa- tives from the automobile industry felt that this item was very important for teacher preparation courses. Item 12 (Table 13) "the importance Of teaching how to add brake fluid in the master cylinder and transmission fluid in the transmission" received the second highest per- centage Of favorable responses for teacher preparation cour- ses. Thirty-four and three-tenths per cent Of the college teachers indicated that this item was very important for teacher preparation courses. Following item 12 was item 10 (Table 11) "the 78 importance Of teaching how tO change Oil, Oil filters, air filters, fuel filters, and PCV valves, and lubricate the automobile." Thirty per cent Of the college teachers felt that this item would be very important for teacher preparation courses. In reference tO items for high schOOl driver educa- tion courses, item 11 (Table 12) "the importance Of teach- ing how tO inflate tires, add coolant tO the radiator, water tO the battery and Oil in the engine" received the highest percentage Of favorable responses. Fifty per cent Of the college teachers and all Of the respondents from the automobile industry considered this item very important for high school driver education courses. Following item 11 was item 12 (Table 13) "the importance Of teaching how tO add brake fluid in the master cylinder and transmission fluid in the transmission. Thirty-four and three-tenths per cent Of the college teachers considered this item very important for high school driver education courses. A point Of interest was item 9 (Table 10) "the importance Of teaching how tO adjust brakes, fan belt tension and idling speed" which was ranked very important by the respondents from the automobile industry for teacher preparation and important for high school courses. Only 18.6 per cent Of the college teachers considered this item important for teacher preparation and 15.7 per cent felt 79 it was important for high schOOl driver education courses. The items receiving favorable responses in this section were items containing parts Of the automoble relating tO the safety performance Of the automobile. The remainder Of the items were ranked as important and Of little importance for teacher preparation and high school driver education courses. Qpinions Of Respondents Toward the Importance OfTKnowing How tO Detect and Identify a Potential Malfunction In this section data are presented showing the res— ponses toward teaching tO detect and identify a potential malfunction in course content for teacher preparation and high school driver education. TO facilitate the presenta- tion Of these data, the section includes the Opinions Of the respondents toward knowing how tO perform the following: (1) detect faulty automobile Operation, such as engine mis- firing, loss Of power and knocking; (2) locate and identify fuel and exhaust system problems; (3) identify potential problems related tO noises; (4) identify and locate elec- trical problems such as shorted wires and bad connections; (5) identify potential brake problems; and (6) conduct and instruct basic trouble shooting. This information is presented in Tables 16-21. Presented in Table 16 are the responses Of college teachers and representatives from the automobile industry 80 .wooa assoc mmmsam no: woe mamuou on» .mcfiocsou on one .sucmu umoumoc map on oooqsou mommucoouoms o.coa m o.ooa m o.ooH o5 o.ooH on maouoa Amomcommom oommcaaoov o.ooa m o.ooa m o.mm om m.mm AN pamunoeeH AHoEmuuxm ucmunomEH hum> n.ma mm H.em mm scannedeH Amomcommom Oommmaaoov ~.mm ma m.sm RH moqmuuodsH mauufiq mo moomuuomEH oz w a w a m a w c Hoonom .mmum Hoonom .monm some, Homomoe muss genomes mmmcoommm mmficmmEOU mamnosousm m u z muosomww OOOHHOO on u z mucoooommmm .mcflxoocx one Ho3om mo mmoq .mcfluammflz Ocflmcm mm £09m .cowuouomo OHAQOEOusd auasom uoouoa on 303 mcfinomoa mo OOGOHMOQEH onu Ou O>fiumamm «mommucoouom CH mo>fiuousomoumom .muousuommscmz OHAQOEouse can muonomoa omoaaoo mo noncommmm .OH OHQOB 81 relating tO item 16: "the importance Of teaching how to detect faulty automobile Operation, such as engine misfiring, loss Of power and knocking." Data in Table 16 show that: 1. In response tO this item, 24.3 per cent Of the college teachers felt that this item would be Of little importance for teacher preparation and 25.7 per cent indi- cated that it would be Of little importance for high school courses. 2. Only 37.1 per cent Of the teachers considered this item important for teacher preparation and 45.7 per cent ranked this item important for high school courses. 3. Thirty-eight and six-tenths per cent Of the college teachers felt that this item would be very important for teacher preparation and only 28.6 per cent considered it very important for high school courses. 4. There was a sharp contrast between the Opinions Of the college teachers and the respondents from industry concerning this item. All Of the respondents from industry were Of the Opinion that this item was very important for teacher preparation and high school driver education. Table 17 presents responses by college teachers and automobile manufacturers' representatives relative tO item 21: "the importance Of teaching how tO locate and identify fuel and exhaust system problems." Table 17 shows that: 1. Twenty-eight and six-tenths per cent Of the 82 .wooa Hosoo mmmzao uoc woe mamuou can .mmcfiocsou on one .npcou amoumoc on» on coocsou mommucoouome o.ooa m o.ooa m o.ooa on H.ooa on manpoa Anomaommom commoaaouv o.no m 0.5m m m.nm ma m.mm hm unnuuomEH mamaouuxm ucmuuomEH >Ho> o.mm H o.mm a p.mm ma a.mm mm unnamedsH Amomcommom oommmaaouv H.es mm a.mm om mocmuuomsH mauueg mo OOGOOHOQEH oz m c m c w c m : Hoosom .mmum Hoozom .moum sommn HOSOOOETI nomm Homoooa noncommom mowcmmEOO OHHQOEOusm m u z muonomme omOHHOO on u z mucoocommom .mEOHoOum Eoummm ummsnxm one doom wuwusooH can oumooq 0» 30m moanomoa mo mocmuuomEH on» on o>wumaom «mommucoouom cw mo>wuoucomoumom .muonnuommscmz OHAQOEOpad can muonoooe omOHHOO mo noncommmm .ha manna 83 college teachers expressed that teaching this item would be Of little importance for teacher preparation and 47.1 per cent indicated that it would be Of little importance in high school courses. 2. Only 32.9 per cent Of the college teachers con- sidered this item important for teacher preparation while 25.7 per cent expressed the Opinion that it would be important for high school courses. 3. This item was checked as very important for teacher preparation by 38.6 per cent Of the college teachers and only 27.2 per cent indicated that this item would be very important for high school courses. 4. Only 33 per cent Of the respondents from the automobile industry felt that this item would be important for teacher preparation and high school courses and 67 per cent were Of the Opinion that this item was very important for teacher preparation as well as high school driver education courses. Presented in Table 18 are the Opinions Of the res- pondents from colleges and the automobile industry relating tO item 22: "the importance Of teaching how to identify problems related tO noises." Data in Table 18 show that: 1. In reference tO the importance Of teaching this item in teacher preparation, 42.9 per cent Of the college teachers felt that it was Of little importance, while 41.4 per cent considered the item Of little importance for high 84 .wooa assoc m>m3ao no: use mamuou on» .mcwpcsou on one .nucou phoneme map on pmocsou mmmcucoonome o.ooa m I o.ooa m a.mm or H.ooa 0h mamuOB Amomcommom pommmaaoov o.ooa m o.ooH m m.mH ea m.am mm ucmuuomEH m~oEouuxm ucmuuomEH ano> m.mm em p.mm «H hemanodeH Amomcommom Oommmaaoov s.aa mm a.mv om mocmuuoeeH manuaqlmo oocmuuo SH 02 w c w c w c m : Hoonom .moum Hoonom .moum amwm HOSOOOEI nowm HO£OOOB noncommom mmflcmmeou OHAQOEouna m u z muonocoa omOHHOO on u z mucoocommom I .momfloz on eoumamm msoanoum Hmeucouom sueuamcH can uoouoo Op 30m mcwnomoa mo OOOODHOQEH on» O» o>flumaom «nomcucoouom cw mo>fiumucomoumom .muousuommscmz mafinoeousé one muonocoa OOOHHOU mo noncommom .ma magma 85 school courses. 2. Teaching this item in teacher preparation courses was considered important by 25.7 per cent Of the college teachers and 38.6 per cent indicated that it would be im- portant for high schOOl driver education courses. 3. Only 31.5 per cent Of the college teachers ranked this item very important for teacher preparation courses while 19.8 per cent felt that it was very important for high school driver education courses. 4. The representatives from the automobile industry were in complete agreement on this item. They indicated that this item was very important for teacher preparation and high school driver education courses. Table 19 presents responses by college teachers and automobile manufacturers' representatives regarding item 23: "the importance Of teaching how tO identify and locate electrical troubles, such as shorted wires and bad connections." Data in Table 19 indicate that: 1. Forty-two and nine-tenths per cent Of the college teachers felt that this item would be Of nO importance for teacher preparation and 52.8 per cent felt that teaching this item would be Of little importance for high school courses. 2. Of the college teachers, 38.6 per cent con- sidered this item to be important for teacher preparation and 32.9 per cent felt it would be important tO teach this 86 .wooa assoc mmmzam no: >OE mamuou may .mcaocson Op moo .sucou umoumo: on» on OOOGSOH mommucoouoms o.ooa m c.00H m o.ooa on H.OOH on mHmuOB Hmomcommom pommmHHOUV m.sH OH o.mH mH ucmuuodeH mHosmuuxm ucmunomfiH ano> 0.5m N o.ho N a.mm MN w.mm 5N pcmuHOQEH Hmomcommom pommmaaoov o.mm H a.mm H a.mm em a.me om monounomeH mHuuHH mo mosmuuomEH Oz m c w c m c m c Hoonom .moum Hoosom .monm scam Honomoa swam HOAOOOB noncommom moaommfioo OHHQOEousm m u z muonomoa OOOHHOO on u z mucoocommom .chHuooccOU pom one mouflz oounonm mm zoom .moansoue HOOHHuOOHm SufiucOOH one uomuoo 0» 30m mcflsomoa mo OOGOMHOQEH 0:» Op O>Humaom «momnucoouom ca mo>flumucomoumom .muousuomwscmz oaflnoaousm poo muononoa OOOHHOU mo noncommom .mH OHQOB 87 item in high school driver education courses. 3. Only 18.6 per cent Of the college teachers felt that it would be very important tO teach this item in teacher preparation and 14.3 considered it very important for high school driver education courses. 4. All Of the respondents from industry indicated this item would be Of little importance for high school courses and important for teacher preparation. Table 20 presents the responses Of college teachers and representatives from the automobile industry in regard to item 24: "the importance Of teaching how to identify potential brake problems." Table 20 shows that: 1. Only 10 per cent Of the college teachers felt that this item was Of little importance for teacher prepara- tion and 11.5 per cent considered this item Of little im- portance for high school driver education courses. 2. Teaching this item in teacher preparation courses was considered important by 32.9 per cent Of the college teachers and 41.4 per cent indicated that it was important for high school driver education courses. 3. Fifty-seven and one-tenth per cent Of the col- lege teachers felt that this item was very important tO include in teacher preparation and 47.2 per cent Of the college teachers indicated this item should be taught in high schOOl courses. 4. All Of the representatives from the automobile 88 non me mamuou may .mcflossou on man .wooa Hmsoo mmmzam .sucou “mound: map on OOOGOOH mommucoouoma c.00H m o.ooa m H.OOH on o.ooa on mHmuOB Hmomcommom oommmaaouv o.o0H m o.OOH m m.ns mm H.em os unmuuoesH sHmsouuxm ucmuHOQEH NHO> v.Hv mN a.mm MN acmuuomEH Hmomcommom Ommmnaaoov m.HH m o.OH A moamuuodsmoHuuHH mo ooccuuomEH oz w c w c w c w c - Hoosom .moum Hoonom .moum (mmwm HonomomI, nmwm Hommnoa , noncommom moflcomaou OHHQOEOusm m u z muonocoa omoaaoo on u z mucoocommom .mEOHnOHm oxmum aneucouom mmwucooH Ou 30m mcwnomma mo OOGOUHOQEH may on O>Humaom «mommucoouom ca mO>HumuoomoumOm .muonsuommscmz OHHQOEOusa can mumnomoa OOOHHOO mo noncommmm .ON OHQOB 89 industry ranked this item as very important for teacher preparation and high school courses. Presented in Table 21 are the responses Of college teachers and respondents from the automobile industry rela— tive to item 23: "the importance Of teaching how tO conduct and instruct basic trouble shooting." Table 21 indicates that: l. Thirty-two and nine-tenths per cent Of the college teachers felt that teaching this item in teacher , preparation was Of little importance and 45.7 per cent felt that it was Of little importance for high school driver education courses. 2. Forty-five and seven-tenths per cent Of the respondents from the colleges felt that this item was im— portant for teacher preparation and high schOOl driver education courses. 3. Only 21.5 per cent Of the college teachers ranked this item very important for teacher preparation and 8.5 per cent considered teaching this item in high school driver education courses very important. 4. All Of the respondents from industry considered this item Of little importance for high school courses. 5. Of the representatives from the automobile in- dustry, 67 per cent ranked this item important for teacher preparation while only 33 per cent considered this item very important for teacher preparation courses. 90 .wooa Hmsvm m>m3am uoc NOE macho» can .mcwocoog on one .sucou ummumoc on» O» Oopcson mommpcmouoms o.ooa m o.ooa m a.mm on H.00H on mHOuOB _ Amomcommom oommmHHOU. o.mm H m.m m m.H~ mH HamugodsH sHmsmgmxm usounomEH NHO> o.ho N h.b¢ Nm b.mv Nm HGOHHOQEH Hmomcommom Oommmaaoov o.ooH m p.ma mm a.mm mm moemugodsH onuHHImo oocmunommH oz w c m c m a w : Hoonom .mogm Hoonuw .mogm new: genomes anm genomes moanedmmm mOaGOQEOO OHHQOEousd m u z mumsomma OOOHHOU on u z woodpcommom .mcwuoonw OHQOOHB Oflmmm nonhumcH can pososoo O» 303 moanomoe mo moanuuomEH any on o>fiumaom «mommucooumm ca mo>Humucomongm .muousuommscmz oawooeousd can muosomoa OOOHHOU mo noncommom .HN manna 91 Typical comments from college teachers concerning the importance Of teaching items in this section are as follows: A semester course would provide future teachers with adequate knowledge tO teach such things as recogniz- ing malfunctions. The time allotted tO driver education in high school would not allow for most Of these items. Typical comments from representatives Of the auto- mobile industry are: It is extremely important to include how tO detect and identify misfiring and loss Of power should be included in teacher preparation and high schOOl driver education course content. Items in this section could be taught by sound and the seat-Of—the-pants feeling and within the limited amount Of time in high schOOl driver educa- tion programs. Identifying exhaust system problems is extremely im- portant and should be included in teacher preparation and high school driver education course content. In- cluded in the content should be identifying exhaust noise by sound and visual inspection, such as holes in the muffler, exhaust pipe and broken-Off tail pipes. Identifying fuel problems by smell and visual inspection should also be included. Identifying potential problems related tO noises is extremely important for teacher preparation and high school driver education course content. Included should be instruction in identifying noises related to brakes. Some cars have added wear indicators on their disc brakes tO produce a sound when the brake shoes are in need Of replacement. Identifying potential brake problems is extremely im- portant and should be included in driver education course content. This type Of material could be taught within the time allotted tO high school driver education programs. This instruction should include identify- ing brake problems by feel, smell, visual inspection and in some cases sound. Other items included in this section, such as locating electrical troubles, could be taught in teacher preparation in greater detail than in high school driver education courses. 92 Instruction in the high schOOl should be on the basis Of visual inspection and in some cases smell. Basic trouble shooting should be included in teacher prepara- tion on a limited basis. Summary The low percentage Of college teachers who ranked items in this section as very important is in sharp con- trast tO the high percentage Of automobile manufacturers' representatives who ranked the majority Of the items in this section (four out Of six) as being very important. Item 24 (Table 20) "the importance Of teaching how tO identify potential brake problems" received the highest percentage Of favorable responses in this section. Fifty- seven and one-tenth per cent Of the college teachers felt that this item was very important for teacher preparation and 47.2 per cent considered it very important for high schOOl course content. All Of the representatives from the automobile industry felt that this item was very important for teacher preparation and high school driver education courses. Following item 24 was item 16 (Table 16) "the im— portance Of teaching how tO detect faulty automobile Opera— tion, such as engine misfiring, loss Of power and knocking. Thirty-eight and six-tenths per cent Of the college teachers felt that this item was very important for teacher prepara- tion and 28.6 per cent felt it was very important for high schOOl courses. All Of the representatives from the 93 automobile industry considered this item very important for teacher preparation and high schOOl driver education courses. Qpinions Of Respondents Toward the Importance Of Teaching General Information and Procedures in Driver Education Course Content In this section data are presented with respect to Opinions Of respondents toward including the importance Of knowing certain general information and procedures in teacher preparation and high school driver education course content. TO facilitate the presentation Of these data, this section includes the Opinions Of the respondents to- ward the following items: (1) start an engine that is flooded; (2) attach jumper cables tO the battery when jump starting with auxiliary (booster) battery; (3) take precautions when towing an automobile; (4) handle emer- gencies, such as blown electric fuses and stuck horns; (5) relate the ratings Of engine, brake horse power, rated horse power, torque and engine speed and their significance tO the user; (6) identify and give a working definition Of major auto parts, such as cylinder, piston, valves, crank- shaft, transmission and differential; (7) understand the procedures and information in the car owner's manual; (8) understand Specifications, such as capacities for fuel tanks, crank case, differential, power steering pump, auto- matic transmission and recommendations for filters, lamps and fuses; (9) recommend prOper additives, fuels, coolants, antifreeze, brake fluid and lubricants; (10) relate vehicle 94 system tO vehicle safety; (11) relate vehicle safety standards tO vehicle performance; (12) clean automobile and do simple body repairs, such as adjusting door latches, eliminating body rattles, touching up scratches on painted surfaces. This information is contained in Tables 22-33. Presented in Table 22 are the responses Of college teachers and representatives from the automobile industry relative tO item 17: "the importance Of teaching how to start an engine that is flooded." Data in Table 22 indicate that: 1. Only 8.5 per cent Of the college teachers felt that this item would be Of little importance for teacher preparation courses and 7.1 per cent indicated that it would be Of little importance for high schOOl courses. 2. This item was considered important for teacher preparation courses by 25.7 per cent Of the college teachers and 24.3 per cent were Of the Opinion that this item would be important tO teach in high schOOl courses. 3. The majority Of college teachers were Of the Opinion that this item was very important for teacher prepa- ration and high school driver education courses. Sixty—five and seven-tenths per cent felt it was important for teacher preparation and 68.5 per cent indicated it was very impor- tant for high school driver education courses. 4. Automobile manufacturers' representatives were in unanimous agreement as to the importance Of this item. As revealed in Table 22, the respondents from industry agreed 95 no: mos mamuou onu .mcwocsog On one .wooa assoc mmo3am .nucou awesome on» on OOOGOOH momnucoouoms o.ooa m o.ooa m a.mm or a.mm on mHmuOB Amomcommom OommmHHOUV o.ooa m o.ooa m m.mm we p.mm we ucmunomEH mamaonuxm ucmunomEHINHo> m.s~ AH p.mm mH ummgg0dsH Hmomcommom OOmmmaaoov H.e m m.m m mocmugoEEMImHuuHH go oocmuuomEH oz w c w c m a m : Hoonom .moum Hoosom .moum amwm HOLOOOB swam HosomwmI noncommom momcmmaoo OHHQOEOusd m u z muosoooa OOOHHOO or u 2 H J'IIIIIIHJ , unsupoommom .OOOOOHE ma non» daemon on mcfiugmum mm £05m .mogsooooum can coaumEuOm ncH Houosmw cflnunou mcmnomoa mo mocmunomEH can on O>Humaom «mommusoouom :H mo>fiumucomonmmm .muousuommssoz OHHQOEOudd one muonomoa omOHHOU mo noncommom .NN wanna 96 that this item should be included in teacher preparation and high schOOl driver education courses. Presented in Table 23 are the responses Of college teachers and representatives from the automobile industry in regard tO item 18: "the importance Of teaching how to attach jumper cables to the battery when jump starting with a booster battery." Data in Table 23 reveal that: l. A very low percentage Of the college teachers considered this item Of little importance for teacher preparation and high schOOl driver education courses. Only 7.2 per cent indicated that the item would be Of nO importance for teacher preparation and 8.6 per cent felt it was Of little importance for high school courses. 2. Item 18 was considered important for teacher preparation by 22.9 per cent Of the college teachers and 32.9 per cent felt that the item was important for high schOOl driver education courses. 3. Most Of the teachers were Of the Opinion that this item was very important for teacher preparation and high schOOl driver education courses. Evidence Of this is indicated by the fact that 70 per cent Of the teachers ranked the item very important for teacher preparation courses and 58.6 per cent considered the item very import- ant for high schOOl courses. 4. Thirty-three per cent Of the respondents from the automobile industry considered this item tO be important 97 you has mamuou on» .mcflocsou on can .wooa Hmooo mhm3am .nucou umommoc on» on coocson mommucooumms o.OOH m o.OOH m H.0OH on H.oOH on mamuoa Hmomcommom Oommmaaoov o.no N o.nm N m.mm He 0.05 me unmugomEH maoeouuxm ucmugOmEH ano> o.mm H a.mm H a.mm mm a.mm mH ucmugoesH Hmomcommom Oommmaaouv m.m m «.5 m mocmugomeH mHggHH mo monounomEH oz w c w c m a w G Hoonom .moum Hoosom .moum 5mm: nonomme no“: Hosomoe noncommmm momcmmEOu OHHQOEOusd m u z muonomoa OOOHHOO on n z mucoocommom huouumm on» on moanmo Henson maesomuud no spam .mousooooum can cofiumEnOm IGH Hmuocow cflmuuoo mcasomoa mo mocmpuomEH can on O>Humaom «nomencoouom cw mo>flumucomoumom .mgousnommscmz oaflnoaousd can muonomoa OOOHHOU mo noncommom .wuouuom Houmoom spas mcfluumum mesh cons .mN OHQOB 98 for teacher preparation and high schOOl driver education courses and 67 per cent ranked the item as very important for teacher preparation and high school driver education courses. Presented in Table 24 are the responses Of college teachers and representatives from the automotive industry in reference to item 19: "the importance Of teaching the precautions needed when towing an automobile." Data in Table 24 show that: 1. Only 12.9 per cent Of the college teachers felt this item was Of little importance for teacher prepara- tion and 20 per cent considered it Of little importance for high school courses. 2. The item was considered important for teacher preparation courses by 35.7 per cent Of the college teachers, and 32.9 per cent felt that this item would be important for high school courses. 3. Fifty—one and four—tenths per cent Of the col- lege teachers ranked this item as being very important for teacher preparation courses and 47.2 per cent felt that it was very important for high school courses. 4. Thirty-three per cent Of the respondents from industry indicated this item would be important for teacher preparation courses and all Of the respondents considered the item important for high schOOl courses. 5. Sixty—seven per cent Of the respondents from industry felt this item was very important for teacher 99 no: mos mamuou on» .mcmocsou on one .woOH assoc m>m3an .nucou phoneme on» on poocsou mommucoouoma o.ooa m o.OOH m H.OOH on o.ooa or mamuoe Amomcommmm oommmaaouv 0.5m N ~.ea mm s.Hm mm mmmggodeH sHmEmgmxm ucmuuomEHINHo> o.o0H m o.mm H m.Nm MN p.mm mN ucmuuomEH Hmomcommom Oommmaaoov o.om 4H a.mH m mommugomsH mngmn go oocmuuomEH 02 w c m c m c m c Hoosom .mogm Hoonom .moum comm HOQOOOB 30H: Honoomw, momsmmEOo OHHQOEOus< m u z muonoooa omOHHOU or n z noncommmm mucmpcommom .oawnoeousd cm mGNBOB coax OOOOOZ mCOHusnOOHm may no snow .mOHSOOOOHm can GONumEHOM IcH Hmuocow amounoo moanoooa mo oocnuuomfiH on» O» o>wuoaom «momnusoonom :N mo>flumucomonmmm .muonsuommscmz OHHQOEOOON can muonomoa OOOHHOO mo noncommmm .wm OHQOB 100 preparation courses. Presented in Table 25 are the responses Of college teachers and respondents from the automobile industry in regard tO item 20: "the importance Of teaching how tO handle emergencies such as blown electric fuses and stuck horns." Table 25 shows: 1. Only 11.4 per cent Of the college teachers felt that this item was Of little importance for teacher prepara- tion courses and 20 per cent considered the item Of little importance for high school courses. 2. The item was considered important for teacher preparation by 38.6 per cent Of the college teachers and 41.4 per cent felt that the item was important for high schOOl courses. 3. Fifty per cent Of the college teachers were Of the Opinion that this item would be very important for teacher preparation and 38.6 per cent indicated it was very important for high school courses. 4. Thirty-three per cent Of the respondents from industry felt that this item would be important for teacher preparation courses, and all Of the respondents considered the item important for high school courses. 5. Sixty—seven per cent Of the respondents from industry ranked the item very important for teacher prepara- tion courses. Presented in Table 26 are the responses by college 101 no: mmE mamuou on» .mcfloason on can .wooa Hmsoo mmmsam .sucon umoumoc may on oopsson momnacoouoms o.ooa m 1 o.ooa m o.ooa on o.ooa on mHmuOB o.hm N m.mm nN o.om mm noncommom OommmHHoov ucmuuomEH haoamuuxm ucmuuomEH NMO> c.00H m o.mm H m.Hv mN m.mm eN nonunomEH Hmomcommom OommmHHOUv o.ON vH ¢.HH m moomuuomEH oHuumH mo oocmuuomEH 02 w c w c m c w : Hoocom .aogm Hoonom .moum Sofia ummmmomI comm HonomomI noncommom mowcnmeou OHNQOEOOSN m u z mnmnocme omoaaou on u z mucmpcommmm .mcnom Mosum one woman Ofluuooam csoam mm scam mowocmm numem oaocnm Op 30m OGNSOOOB mo mocmuuomEH on» O» O>Numaom «momnuaoouom :N mo>aumpcmmoumom .mumusuommncmz OHHQOEousd can muononoa OOOHHOU mo noncommom .mN wanna 102 .wooa Hmsoo mmmzam poo mmE mHmuOu on» .mcflocsog on one .zucou umoumoc may on OOOQOOH mommucoonmms 0.00H m o.ooa m H.ooa on o.ooa on mHOpOB Hmomcommom commoaaouv ~.e m e.mH HH campgodeH NHoemgoxm ucmunomEH wuo> o.OOH m o.o0H m m.aN RH s.Hm mm ucmugodsH Hmmmcommom oommOHHOUV m.mm ms a.mm em mocmggomEH mHuuHH mo oocmuuomEH oz w c w a w c w c Hoonom .mmnm Hoosom .moum amwm Hosomoa comm HOEOOOB noncommom mmflcmmeou OHHQOEOuda m u z muonomoa omOHHOU on n z mucoocommom .HOmD can 0» cocoowwflcmwm Mecca can ooomm ocflmcm can ODOHOB .Hosom omnom Uoumm .Hmsom Omuom oxmnm .Ocflmcm mo mmcwumm mcwumaom mm £05m .mousooooum can COHOOEHOM IcH Homecow cflmuuoo anaconda mo OOCOHHOQEH can on O>Humaom smommucoouom ca mm>wumucomoummm .muousuommscmz OHHQOEOusd one muonomoe omoaaoo mo noncommom .mN manna 103 teachers and representatives from the automobile industry in reference tO item 26: "the importance Of teaching the ratings Of engines, brake horse power, rated horse power, torque and engine speed and their significance tO the user." Data in Table 26 show that: l. Fifty—two and nine—tenths per cent Of the college teachers indicated that this item would be Of little importance for teacher preparation courses. Sixty- eight and six-tenths per cent felt that it would be Of little importance for high schOOl courses. 2. Only 31.4 per cent Of the college teachers were Of the Opinion that this item would be important for teacher preparation and 24.3 per cent indicated that it would be important for high school courses. 3. The item was considered very important for teacher preparation courses by only 15.7 per cent Of the college teachers and only 7.2 per cent considered it very important for high school courses. 4. All Of the respondents from the automobile industry felt that this item would be important for teacher preparation and all Of the respondents from the automobile industry indicated that this item would be important for high schOOl courses. Presented in Table 27 are the responses from college teachers and automobile manufacturers' representatives 104 no: has wamuou on» .mcfiocsou on one .wooa Hmsoo m3m3am .nucou umoumoc on» on OOOGDOH mommusoouoms o.OOH m o.ooa m a.mm on H.o0H on mHmuOB Hmomcommmm Oommmaaouv p.mH HH m.mm om gamugomeH sHmsmguxm ucmunOmEH 3HO> o.o0H m ¢.Hm NN a.mm mm ucmggoesH Hmmmcommmm oommmaaouv o.QOH m m.Nm em m.mm NN mocmuuomEmIoHuumq mo OOOOOHOQEH oz w a w a w a w a Hoonom .moum Hoonom .mmum mmHm gmmumme mmHm gmmmmme mmmaoemmm momcmmaou OHHooeou53 m u z muonomoa omOHHOm pm)" 2 mucoocommom .Hmwucouowmwo can cowmmflsmcmna .ummsm xsmuu .O>Hm> .coumfim .goocwamo mm £05m .mugmm Ousm Home: 30 cofluwcwmoo mcfixuo3 m o>w0 com ameucooH Op 303 OGHEOOOB mo oozeunomEH on» on O>wunaom «mommucoouom cw mo>HumucOmmgmom .mnousuoomscmz OHHQOEOUS< pom muonomoa OGOHHOO mo noncommom .nN OHQOB 105 relative tO item 27: "the importance Of teaching how tO identify and give a working definition Of major auto parts, such as cylinder, piston, valve, crank shaft, transmission and differential." The data in Table 27 show that: 1. This item was considered Of little importance for teacher preparation by 38.6 per cent Of the college teachers responding; 52.8 per cent felt that this item would be Of little importance for high schOOl courses. 2. Considering this item important for teacher preparation were 32.9 per cent Of the college teachers, while 31.4 per cent indicated it would be important for high school courses. 3. Only 28.6 per cent Of the college teachers ranked this item as being very important for teacher preparation and 15.7 per cent considered this item as very important for high school courses. 4. All Of the representatives from the automobile industry considered this item as being important for teacher preparation and Of little importance for high schOOl courses. Presented in Table 28 are the responses Of college teachers and automobile manufacturers' representatives regarding item 28: "the importance Of teaching how to understand the procedures and information in the car owner's manual. Table 28 indicates that: 106 .wooa Hmsoo m3m3am no: mos mamuou can .mcHocoog on mac .nucou umogmoc on» On ooocsou mommucoouoma o.ooa m o.ooa m H.00H on 0.00H on mHOuOB Ammmcommom oommmaaouv c.00H m c.00H m a.mm em N.em as unmugoeeH NHmEmggxm usmuHOmEH zum> m.mm RN H.nm mm ucmugodeH Hmomcommom pommmHHOUV m.m m e.m a mocmmgodeH mHmuHH go OOGOHHOQEH oz m c m c a a m c Hoonom .monm Hoonom .moum (Mmfl3 Homomoa smfi3 Hoaomoa noncommom moacmmEOU dawnoeousd m n z muonomoa OOOHHOO on u z mucoocommom .Hmscmz m.uoc3o you 03» Ga GOA» ImEHOmcH pom monsooooum on» mcfiocmumgooco mm 309m .mouspooogm can GONOOEHOM IcH Homecow cflmuuou mcflsomoe mo OOGOHHOQEH on» O» O>Humaom «mommucmonom 3N mo>Numucomoumom .thHD»OMmocmz OHHQOEOusm one muosomoa omOHHOU m0 noncommom .mN ounce 107 1. Only 5.7 per cent Of the college teachers felt that this item would be Of little importance for teacher preparation courses and 8.6 per cent considered this item Of little importance for high schOOl courses. 2. Of the college teachers, 37.1 per cent indica- ted that this item would be important for teacher prepara- tion course content while 38.6 per cent Of the college teachers were Of the Opinion that this item would be im- portant for high schOOl courses. 3. Item 28 was ranked as very important for teacher preparation course content by 57.2 per cent Of the college teachers and 52.9 per cent Of the teachers were Of the Opinion that this item would be very important for high school driver education courses. 4. All Of the respondents from the automobile industry ranked the item as very important for teacher preparation and high school driver education courses. Presented in Table 29 are the responses by college teachers and automobile manufacturers' representatives relating tO item 29: "the importance Of teaching how tO understand specifications, such as capacities for fuel tanks, crank case, differential, power steering, pump, automatic transmission and recommendations for filters, lamps and fuses." Data in Table 29 show that: l. Twenty-eight and six-tenths per cent Of the college teachers felt that this item would be Of little 108 .000H Hmsoo m>m3Hm #0: has mHmuou on» .mcHocsou on one .3ucou pneumoc may on ooossou mommucoouoma c.00H m 0.00H m 0.00 05 H.00H 05 mHmuOB Hmomcommom OommmHHOOv 5.mN 0H N.5m 0N ucounomEH zHoEOHuxm ucmuuomEH zuo> 0.mm H 0.mm H H.5m 0N m.vm vN ucmuuomEH Hmomcommom OommmHHoov 0.50 N 0.50 N H.5m 0N 0.0N 0N oucmuuomfiw oHuywflme mucouuomEH oz 3 c m c m c w : Hoonom .monm Hoonom .moum (30H3 nonomoe. 30H3 gosomoe m mOHcmmEOU OHHnosou53 m u z muosomos mmoHHOU 05 u z monco mom mucousommom .mmmzz can mason .mumuHHm How mcowumpcoasooom pom GOHmmHEmcmuB OHumsouzd .3833 .moHnomum H0303 .HOHHGOHOMMHQ .Ommu xGOHU .mxcoa H053 H03 mOHuHommcU mm £05m .meHuOOHMHOOQm pcmvmuoosz on 303 mcHnomoa m0 mocmuuomfiH on» 0» o>HumH03 mo>Humucomoummm .muousuommssmz OHHDOEOHO¢ one muonoooa OOOHHOU m0 noncommmm .mN OHQOB 109 importance for teacher preparation and 37.1 per cent in- dicated this item would be Of little importance for high school driver education courses. 2. The item was ranked as being important for teacher preparation by 34.3 per cent Of the college teachers and 37.1 per cent Of the college teachers considered the item tO be important for high school courses. 3. Only 37.2 per cent Of the college teachers con- sidered this item very important for teacher preparation and only 25.7 per cent felt that it would be important for high schOOl courses. 4. Sixty-seven per cent Of the representatives from the automobile industry indicated that this item would be Of little importance for teacher preparation and high school courses. 5. Thirty-three per cent Of the representatives from industry were Of the Opinion that this item would be important for teacher preparation and high schOol courses. Table 30 presents responses by college teachers and automobile manufacturers' representatives relative to item 30: "the importance Of teaching how to recommend proper additives, fuels, coolants, antifreeze, brake fluid and lubricants." Table 30 shows that: 1. Only 14.3 per cent Of the college teachers felt that this item was Of little importance for teacher prepara— tion, while 30 per cent considered the item Of little 110 mmm3Hm no: 308 mHmuou on» OGHOGOOH On one .moOH Hmsom .SUGOU #mOHMOG OS“... Cu. UQUGDOH mOOMUGOOHOmk. 0.00H m 0.00H m 0.00 05 0.00H 05 mHmuoa Hmmmcommom OommmHHouv a.mH 0H 5.0m mm ummugodsH NHOSmgHmm ucmuuomEH zuo> 0.mm H H.5v mm 0.00 mm unmuHomEH Hmomcommom oommmHHouv 0.00H m 0.50 N 0.0m HN m.vH 0H oocmunomEH oHuumu mo mosmuuomEH oz 0 c w 3 w a w c Hoozom .moum Hoosom .moum £OH3 Hononos Hommmwmln noncommom mOHCOQEOO OHHQOEousd m u z muosomoe OOOHHOO 05 u z mucoocommom .muGOOHHnsa can oHsHm oxoum .oNoouulHuqa .mucmHoou .mHosm .mo>HuHOO< Homoum OcoEEooom on 303 mm 3050 .monsoooonm can coHumEHow IGH Houocow GHnuHoo manomoa mo cosmuHomEH on» on 0>HHMH03 «mommusoouom :H mo>Humpc0moumom .mnousuommscnz OHHAOEousd 0cm muonomoa OOOHHOO mo noncommom .0m OHQOB 111 importance for high school courses. 2. This item was considered important for teacher preparation courses by 50 per cent Of the college teachers and 47.1 per cent felt that this item would be important for high schOOl courses. 3. Thirty—five and seven-tenths Of the college teachers were Of the Opinion that this item was very im- portant for teacher preparation while only 12.9 per cent considered the item very important for high school courses. 4. Of the representatives from the automobile industry, 67 per cent indicated this item would be Of little importance for teacher preparation and all Of the representatives considered the item Of little importance for high school courses. 5. Only 33 per cent Of the representatives from industry considered this item important for teacher prepara- tion. Table 31 presents responses by college teachers and automobile manufacturers' representatives regarding item 31: "the importance Of teaching how to relate vehicle system to vehicle safety." Data in Table 31 show that: 1. None Of the college teachers considered this item Of little importance for teacher preparation and only 5.7 per cent indicated that the item was Of little importance for high school driver education courses. 2. This item was considered important for teacher 112 uoc >08 mHmuou on» .mchcsog 0» 0:0 .wooH Hmsoo mmm3Hm .Sflcmu HmOHMOG USU. Cu. COUGSOH mwmmufiamuummk. 0.00H m 0.00H m 0.00H 05 0.00H 05 mHmuOB Amomcommom oommmHHouv 0.00H m 0.00H m v.H0 mm 0.05 00 ucmunomEH zHoEouuxm unmuuomEH zuo> a.mm mm o.om HN pamgg0dsH Hmomcommom OommmHHOUv 5.0 H 0.0 o mocmugoesH mHuuHH mo oosmuuomEH oz 0 c w c w a m c Hoonom .moum Hoonom .moum (Immmm. uonomomI 30H3 Hosomomr noncommom mOHcmmEOO OHHQOEOOO< m u z muonomoa OOOHHOU 05 u z mucoocommom .zuommm 0H0H30> Op Eoumzm OH0H30> oumHom on 303 mm 3050 .mousooooum can coHumEgowcH Honocou CHmugou mcHnomoe mo oocmuuomEH on» on O>HumHom «mommucoouom OH mo>Humucomogmom .muogsuommscoz OHH0080953 one muonomoa OOOHHOU mo noncommom .Hm OHQOB 113 preparation courses by 30 per cent Of the college teachers and 32.9 per cent indicated that the item was important for high school driver education courses. 3. Seventy per cent Of the college teachers con— sidered this item very important for teacher preparation courses and 61.4 per cent felt that this item was very important for high school driver education courses. 4. All Of the respondents from the automobile industry considered this item very important for teacher preparation and high schOOl driver education courses. Table 32 presents responses by college teachers and automobile manufacturers' representatives in relation to item 32: "the importance Of teaching how to relate vehicle safety standards tO vehicle performance." Data in Table 32 show that: 1. Only 5.7 per cent Of the college teachers con- sidered this item tO be Of little importance for teacher preparation and 11.4 per cent felt that this item was Of little importance for high school courses. 2. This item was considered important for teacher preparation by 37.1 per cent Of the college teachers and 38.6 per cent indicated the item was important for high school courses. 3. Fifty-seven and one-tenth per cent Of the college teachers considered this item very important for teacher preparation and 50 per cent felt that this item was very important for high school courses. .mooH Hosoo m>o3Ho no: 308 mHouou on» .mcHocsou on one .nucou umouooc osu on poocsou momoucoouoms 114 0.00H m 0.00H m 0.00H 05 0.00 05 mHouoa Amomcommom oomQOHHOUV 0.00H m 0.00H m 0.00 mm H.5m 00 ucounomEH MHoEouuxm ucouuomEH.Nwo> 0.0m 5m H.5m 0N HomogeneH Hmomcommom poonHHouv v.HH 0 5.0 e oosouuomEH oHuuHH mo oocounomEH oz 0 c m c m c w c Hoosom .monm Hoosom .monm 30H3 Honoowww 30H3 Hosoooa moHcomEOO oHHQOEousd m u z muonoooe omoHHoo 05 u z momcommom mucoocommom .oocoEquuom oHOH£o> on mogoocoum muomom oH0H3o> ouoHom Op 303 no 3090 .monsoooonm can QOHuoEHoM 13H Houocow cHouuoO 0cHnoooB mo oocouuomEH on» on o>HuOHo3 «momoucoogom 0H mo>Huougomono3 .muousuoomscoz oHHQOEOps¢ can mnozoooa omoHHoo mo noncommom .Nm oHnoB 115 4. All of the respondents from the automobile in- dustry considered item 32 very important for teacher preparation and high school driver education courses. Table 33 presents responses by college teachers and automobile manufacturers' representatives in regard to item 33: "the importance of teaching how to clean the automobile and do simple body repairs, such as adjusting door latches, eliminating body rattles, touching up scratches on painted surfaces. Data in Table 33 indicate that: 1. This item was considered of little importance for teacher preparation courses by 52.8 per cent of the college teachers and 51.5 per cent considered the item of little importance for high school courses. 2. Only 24.3 per cent of the college teachers felt that this item was important for teacher preparation and 32.9 per cent considered the item important for high school courses. 3. The item was considered very important for teacher preparation courses by 22.9 per cent of the col- lege teachers and only 15.7 per cent of the college teachers considered the item very important for high school courses. 4. Thirty-three per cent of the respondents from industry considered this item of little importance for teacher preparation and high school driver education. 5. Sixty-seven per cent of the respondents from the automobile industry considered the item important for 116 .mooa Hmsvo m>m3am uoc awe mamuou onu .mcwocson on one .sucou amonmoc may on poocaou mommucoouomg o.ooH m o.ooH m H.0OH on o.ooa on mamuoa Amomcommmm pmmmmaaoov p.ma HH 0.0m ma ucmuuomam maofiouuxm ucmuuomEH muo> 0.00 N 0.0m N 0.Nm mm m.¢~ 0H unmuHOQEH Ammmcommmm oommmaaoov o.mm H 0.0m H m.Hm mm 0.0m 0m oocmuuomew mHuuHA mo mocmuuomEH oz w c m c m s w c Hoonom .mmum Hoonom .moum \mmwm umzomme sown Honomma noncommom mmficmmaoo oawnoeousm m u z mumsomoa mmmaaoo on u z mucoccommmm .moUMMHSm cmucwmm co monoumuom mo cocoa new moauumm mpom ounce IEHHm .mmnoumq Moon mcwumsnod mm £05m whammmm zoom onEam on can oHHQOEousm on» cmmau ou 3oz newcomoe mo mocmuuomEH may on m>wumaom «mommucoouom ca mo>apmucomoummm .muousuommscmz oawnoeousd paw muonomwe mmoaaou mo momcommmm .mm manna 117 teacher preparation and high school driver education courses. Typical comments by college teachers were the following: Automobile manufacturers are vitally interested in owners obtaining maximum satisfaction from their automobile. Teaching owners and potential owners to read and follow the recommendations in the owner's manual would make them aware of the importance of automobile care. Most of the items in section four could be covered very will within the limited amount of time we have in high school driver education courses. The majority of the items in section four should be included in teacher preparation courses and high school driver education course content. Typical comments by representatives from the auto- mobile industry were as follows: Starting an engine that is flooded is extremely im- portant and should be included in teacher preparation courses. It also should be included in high school driver education courses. This insturction should include the position of the accelerator pedal and what happens when the engine is flooded. This would be very important if the car stopped on a freeway or in an intersection. Knowing how to attach jumper cables to the battery is important and should be included in driver education course content. Instruction should include identify— ing the positive and negative poles of the battery and instructions of how to apply the cables to the batteries. Included also should be the safety pre- cautions necessary when doing this operation. Teaching students to take precautions when towing an automobile is very important. Car owners and poten- tial car owners should be instructed about the damages that could occur when towing a car with an automatic transmission and reminded that on new cars when the switch is in the off position in some cases the steer- ing wheel locks. Included in the instruction should be the safety precautions as to the types of towing equipment used and other safety measures. Understanding the procedures and information in the 118 car owner's manual is extremely important. The material in the owner's manual should be greatly em- phasized and could serve as a guide to teach preven- tive maintenance. The manual would strengthen and support most of the items mentioned here. Recommending proper additives could be mentioned in driver education course content. The instruction in this area should include the types of fuels, coolants, antifreeze and lubricants one should use according to the engine he has in his automobile. The owner's manual aids in teaching such materials. Relating vehicle safety standards to vehicle perform- ance is consumer information which should be considered for course content. Ratings of engines, brake horse power and identifying major parts of the engine should receive a minimum amount of attention. However, a limited amount of instruction could inform owners and potential owners of automobiles concerning the types of engines that would be best for pulling heavy loads if needed. Cleaning and polishing the automobile are important; they should be covered with instruction dealing with the owner's manual. Summary As indicated in the tables and the analysis of the data, a majority of the respondents considered most of the items in this section as very important for teacher prepara- tion and high school driver education courses. The items receiving the highest percentages of favorable responses for teacher preparation courses are as follows: Item 18 (Table 23) "the importance of teaching how to attach jumper cables to the battery when jump start- ing with booster battery," and item 31 (Table 31) "the importance of teaching how to relate vehicle system to vehicle safety." As revealed in Table 23, 70 per cent 119 of the college teachers and all of the representatives from the automobile industry felt that teaching the procedures involved when jump starting an automobile was very important for teacher preparation courses. Item 31 (Table 31) was also considered very important for teacher preparation by 70 per cent of the college teachers and all of the res- pondents from the automobile industry. Item 17 (Table 22) "the importance of teaching how to start an engine that is flooded" received the second highest percentage of favorable responses in this section. This item was considered very important for teacher prep- aration courses by 65.7 per cent of the college teachers and all of the representatives from the automobile industry. Following item 17 was item 28 (Table 28) "the importance of teaching how to understand the procedures and information in the car owner's manual. This item was considered to be very important for teacher preparation by 57.2 per cent of the college teachers. Automobile manu- facturers' representatives were in unanimous agreement as to the importance of this item; they all ranked this item "very important." Item 32 (Table 32) "the importance of teaching how to relate vehicle safety standards to vehicle perform- ance" received the fourth highest percentage of favorable responses. Fifty-seven and one-tenth per cent of the col- lege teachers and all of the representatives from the auto- mobile industry considered this item very important for 120 teacher preparation courses. Next was item 19 (Table 24) "the importance of teaching the precautions needed when towing an automobile." This item was considered very important for teacher prep- aration by 51.4 per cent of the college teachers and 67 per cent of the representatives from the automobile industry. Item 20 (Table 25) "the importance of teaching how to handle emergencies, such as blown electric fuses and stuck horns" received the sixth highest percentage of favorable responses in this section. Fifty per cent of the college teachers and 67 per cent of the representatives from the automobile industry considered this item very important for teacher preparation courses. There was a noticeable drop in favorable responses toward the remaining items in this section. However, some of the remaining items were ranked as "important" by col- lege teachers and representatives from the automobile industry. Item 26 (Table 26) "the importance of teaching how to relate the ratings of engine, brake horse power, rated horse power, torque and engine speed and their signifi- cance to the user" received the lowest percentage of fav- orable responses in this section for teacher preparation. In reference to high school courses, item 17 (Table 22) "the importance of teaching how to start an engine that is flooded" received the highest percentage of favorable response. Sixty-eight and five-tenths per cent 121 of the college teachers and all of the respondents from industry considered this item very important for high school courses. Following item 17 was item 31 (Table 31) "the importance of teaching how to relate vehicle system to vehicle safety. This item was considered very important for high school courses by 61.4 per cent of the college teachers and all of the representatives from the automobile industry. Item 18 (Table 23) "the importance of teaching how to attach jumper cables to the battery when jump starting with a booster battery," received the third highest per— centage of favorable responses. Of the college teachers, 58.6 per cent, and of the representatives from industry, 67 per cent, felt that this item was very important for high school courses. Following item 18 was item 28 (Table 28) "the importance of teaching how to understand the procedures and information in the car owner's manual. Fifty-two and nine-tenths per cent of the college teachers and all of the representatives from the automobile industry considered this item very important for high school driver education courses. Next was item 32 (Table 32) "the importance of teaching how to relate vehicle safety standards to vehicle performance." Fifty per cent of the college teachers and all of the respondents from the automobile industry felt 122 that this item was very important for high school driver education courses. Item 26 (Table 26) "the importance of teaching how to relate the ratings of engine, brake horse power, rated horse power, torque and engine speed and their signifi- cance" was next. Seven and two-tenths per cent of the college teachers and only 33 per cent of the representa- tives from industry considered this item very important for high school driver education courses. The remainder of the items, as shown in the tables, were considered in the "important" and "of little importance" categories. The Opinions of College Teachers and Automobile Manufac- turers' Representatives Toward Offering Preventive Maintenance in Driver Education Courses and Curriculum Offerings Attention in this section focused upon data regarding the importance of including automobile preventive maintenance in driver education course content and information per- taining to curriculum offerings of the responding univer- sities. To facilitate the presentation of these data, the section includes the opinions of the respondents in refer- ence to item 34: "the importance of including preventive maintenance in teacher preparation courses and high school driver education; item 35: "the importance of including preventive maintenance in adult driver education courses; item 36 regarding the choice of instruction for high school 123 courses in terms of: (1) preventive maintenance and symp- toms of mechanical malfunctions of the automobile, or (2) detailed instruction of the operating principles and construction of the automobile; item 37 concerning whether or not the responding institution offered instruction deal- ing with automotive preventive maintenance in the driver education department or other departments; and item 38 concerning whether or not the responding colleges required driver education majors to take a course in auto mechanics. This information is contained in Tables 34 through 38. Table 34 presents responses by college teachers and automobile manufacturers' representatives relative to item 34: "the importance of including instruction dealing with automobile preventive maintenance in teacher preparation and high school driver education courses." Table 34 shows that: l. Fifty—one and four-tenths per cent of the college teachers and all of the respondents from the auto— mobile industry indicated that instruction relating to automobile preventive maintenance was very important for teacher preparation and high school driver education courses. Table 35 presents responses by college teachers and automobile manufacturers' representatives regarding item 35: "the importance of including instruction dealing with auto- mobile preventive maintenance in adult driver education." Data in Table 35 show that: 1. Fifty-one and four-tenths per cent of the .mooa Amado mhmzam uoc >mE wamuou msu .mcwocsou on man .spcmu ummummc onu ou popcsou mommucmouomu 124 o.ooa m o.ooa m o.ooa on o.ooa on mamuoe Ammmcommmm ommmmHHoov o.ooa m o.ooa m «.Hm om ¢.Hm mm unmuH002m samEmuuxm ucmuuomEH Nnm> a.mm mm p.mm mm ucmuuomsH Ammmcommmm commmaaoov a.ma 0 a.ma 0 mommuuomeH mHummq mo mocmuuomEH 02 w c w c w c w c Hoocom .mmum Hoonom .mmum (moan umgomma nowm Honomme mmmcommmm mmwcmmEou mawnoeouom m u z mumsomme omoaaoo on n z mucmpcommom .momusoo cofiumospm Hm>wua Hoosom swam can coflumnmmmum nonomme ca mocmcmucflmz m>fiuco>mum mafinosous¢ nuflz mcwamoa cowuosuumsH mcflosaocH mo oucmuuomfiH on» on m>Humamm «mommucmoumm cw. mm>flumucomoumwm .mumusuom«scmz mHflQOEousd can mumnomoa mmmaaoo mo noncommmm .em manna 125 .wooa Hmsvo mmmzam uoc awe mamuou on“ .mcflocoou on one .cucou amoummc may 0» omocson mommucmonome o.ooa m 0.00 on mamuoe Ammmcommmm UmmmmHHouv 0.00H m w.am mm ucmuuomEH hamsouuxm #cmuuomEH muo> v.Hm mm ucmunomEH Amomcommom Ummmmaaouv a.ma NH mocmuuomEH mauufiq mo mocmuHomEH oz w a w c coHumosom um>auo passe coflumoscm um>flna paged mmflcmmeou mawboeousd m n z mumsomma mmmaaoo on n z momcommom mucmpcommom n| fl .coflumospm um>wuo adapm cw mocmcmucwmz m>wuco>mum oawboeousm QDHS mafiamma cowuosnumcH 0GHUSHocH mo mocmuuomEH on» on m>flumHmm «mmmwucmoumm CH mm>fiumucmmmnmmm .muwusuomwscmz OHflnoeousm can mumnomms mmoaaou mo momcommmm .mm magma 126 college teachers and all of the respondents from industry considered this item very important for adult driver edu- cation. Table 36 presents responses by college teachers and automobile manufacturers' representatives relative to item 36: the choice of types of instruction for high school courses in terms of: (1) preventive maintenance and symp- toms of mechanical malfunctions of the automobile, or (2) detailed instruction on the Operating principles and construction of the automobile. Table 36 shows that: l. Eighty-one and four-tenths per cent of the col- lege teachers indicated that teaching preventive maintenance and symptoms of mechanical malfunction would be their first choice while 2.9 per cent of the college teachers ranked it as their second choice. All of the automobile manufac- turers' representatives ranked this item as their first choice. 2. Two and nine-tenths per cent of the college teachers ranked detailed instruction on the operating prin— ciples and construction of the automobile as their first choice and 78.5 per cent indicated this would be their second choice. 3. Of the college teachers, 14.3 per cent ranked both as being of equal importance. Table 37 presents responses of college teachers regarding item 37: "Does your department offer instruction 127 .wooa H6906 uoc ow mm0mucmoumm may .muosommu on» an noncommou paw coflusnflnumflp on» on one; o.ooH 0 Am n zv unumSUCH n.00 mm 0.0 0 A00 u zv muosomme m.va 0 0.0 N ¢.Hm hm muocomme m c w c w : mawnoeousm may oHHnoEousm mnu mucmocommmm mocmuuomEH mo coHuosuumcoo can mo coauocnmama Hmowcm Amado mo mum suom mmamflocwum 0cflumummo map IcomE mo meoumeam can no cofluosuumcfi poaflmamo mocmcmucflmfi m>wuco>oum unfloco can mofioso uma mzoawaoaousd on» no coHuosnumnoo can mmamwocfium mewumuomo on» so mcofiuosnumcH pwaflmuoa= no =.mafln080u54 on» mo mcoHDUGSMHME HMOflcmnomz mo mEoumEMm can mocmcmucwmz o>wucm>mum 0GHSOMOB= on mpummmm cw mEstofluusu on» ca pmummmo om pasonm was» sofluosuumcH mo amaze mnu ou m>flumamm HOGGOmHmm oawnoaound can mumnomme mmmaaoo mo noncommmm .mm magma 128 A.mucm8uummmo Hmnuo Cw popw>oum mm3 cowuosuumcw pmumofiocw o: 0caum3mcm mucmEuHmmmc mm on» NO use m>Ho3Bv =.mucmauummmo umsuo cw poummmo= uncommon man no mmmucoouom Hmuou 0:» ca boondocw ma mmmucooumm mfl£B« mmucmEuummop Hmcuo cw omuommo «m.na NH a.mw mm m.¢m mm an we .uoq NH «mocmcmu lease m>fluco>mum o>auoeousm Spas mafiammo coauosuumcw nmmmo ucmEuummmp H50» moon w a w a w c mucoEuummmo oz mow Hmcuo :H pmummwo cowumoso momcommom muonowma mmmaaou on u z mucwocommmm gmcmummmo on mH ucmsunmmmo “was an mmocmcwucfimz m>fiuco>onm maflnoeousm cufi3 mafiamoo coauosuumcH Hmmmo .uoa MH .coHummno on» mswpummmm mumsomoa o0oaaoo mo noncommmm .nm manna ucmeuummmo know moon: “ i"-'~" _ r - 129 dealing with automotive preventive maintenance? If not, in what department is it offered?" Data in Table 37 show that: 1. Of the responding colleges, 54.3 per cent of- fered courses in preventive maintenance in the driver edu- cation department. 2. Of the responding colleges, 45.7 per cent did not offer such instruction in the driver education depart- ment, but 17.5 per cent of the 45.7 per cent indicated they offered such instruction for driver education in other departments. Table 38 presents responses by college teachers relating to item 38: "Is an auto mechanics course a require- ment for your driver education students?" Data in Table 38 show that: 1. Of the responding colleges, 14.3 per cent required an auto mechanics course for students in driver education. 2. Eighty-six per cent of the respondents indicated a course in auto mechanics was not required. Typical comments by respondents concerning the items in this section were as follows: Although all of the items included in the questionnaire would be of benefit for teacher preparation and high school driver education, college instructors should have some competency in areas directly related to possible accident causation. We are in the process of developing a consumer informa- (tion course for auto owners and would like for you to send us the results of this study. If we are able to do so, perhaps a special course in preventive maintenance should be included in the high 130 0.00H on manpoa o.mm om .moacmaowe ousm ca mmusoo m meanwsvmu no: mommaaou o.va 0H .mowcmnome ousm GH mmnsoo m meanwswmu mommaaou m c noncommmm mucoocomwmm on u Z mucmEmHstmm ESHSUHHHDO m=mucmosum coaumosom Ho>fino H90» uom usoEwuasvmm m mmusoo mowcmnomz ousd cm mH= coflummoo may on m>aumaom mommucoouom ca mnosomme mmoaaou mo noncommmm .mm magma 131 school program and make two courses the requirements for a high school driver education certificate. The better anyone understands a thing, the greater is his appreciation; the average driver does not appre- ciate the machine he drives. I think a course including the items on the question- naire would be good. However, consumer education and basic preventive maintenance must be taught; auto mechanics cannot, and should not, be a part of the driver education courses. Most of the items on the questionnaire would be valuable to driver education instructors and high school students. However, time limits most of the coverage in high school. It is my opinion that teacher preparation should offer a semester course centered around preventive maintenance but not the traditional auto mechanics course. This is important material for a course in teacher preparation but because of the limited time it would be difficult to include all of the items in a high school courses. I feel that students should be able to recognize malfunction or potential problems and make minor corrections. I would not overburden the students with the functions of the various parts of the auto- mobile. I believe a unit or two should be included in every teacher preparation course but it should not go into mechanics--that would be more for an instructor of power mechanics. A course in auto mechanics is not required, but it is recommended. There should be more time allotted for this type of material in driver education or there should be a special course required by all driver education stu- dents. The course could be called "Preventive Main- tenance for Consumers" or "Consumer Education for Automobile Owners." We are in the process of develOping a course designed to do much of the things included in your question- naire; however, we will not dwell too much on the repair section. I think instruction dealing with preventive mainten- ance should be offered in teacher preparation and high school driver education course content. However, it 132 is my opinion that emphasis should be placed on items relating to the safety of the automobile, identifying malfunctions, understanding the owner's guide and consumer information. A request for a new course in the fall of 1972 has been proposed by the College of Applied Sciences to deal with a number of items listed in your questionnaire. The course will be entitled "Consumer Automotives" and will cover selection of an automobile, purchasing of an auto- mobile, maintaining an automobile, etc. The laboratory section will deal with interpreting the owner's manual, general safety inspection, tire service, lubrication service, cooling system service, fuel system service, ignition system service, exterior condition and inter- ior condition. Summary Eighty-six and three-tenths per cent of the college teachers and all of the respondents from the automobile industry considered teaching automobile preventive main- tenance in teacher preparation courses very important. Further, 81.4 per cent of the college teachers and all of the respondents from industry felt that instruction in pre- ventive maintenance was very important for high school driver education courses. The data also revealed a con- siderable amount of similarity in the opinions of the res- pondents concerning preventive maintenance for adult driver education programs. Of the college teachers, 82.8 per cent, and all of the respondents from industry felt that instruc— tion relating to automobile preventive maintenance would be very important for adult driver education. In reference to the types of instruction that would be most important for high school courses in regards to 133 (l) preventive maintenance and symptoms of mechanical mal- function of the automobile, or (2) detailed instruction of the operating principles and construction of the automobile, 81 per cent of the college teachers and all of the auto- mobile manufacturers' representatives ranked preventive maintenance and symptoms of mechanical malfunctions as their first choice. Seventy-eight and five-tenths per cent of the responding college teachers considered teaching the operating principles and construction of the automobile as their second choice and 2.9 per cent of the college teachers ranked it as their first choice. The data showed that 8.6 per cent of the responding colleges offered instruction in the driver education depart- ment dealing with automobile preventive ma tenance, and 8.6 per cent of the responding colleges offered the course for driver education majors in other departments. The data also revealed that 14.3 per cent of the responding universities required their driver education students to take a course in auto mechanics. Summary Presented in Chapter IV was an analysis of the data obtained from a 90 per cent return of completed questionnaires from 82 teacher preparation institutions and the results of interviews with three automobile manufacturers' representa- tives. The chapter was divided into five sections--one 134 for each of the areas of interest. Individual tables consist- ing of the percentages of responses toward certain items in each section and a narrative description presenting the findings for each table were included. Comments from the respondents followed each section. The majority of the college teachers and all of the respondents from the automobile industry thought that in— struction dealing with automobile preventive maintenance should be included in teacher preparation, high school and adult driver education course content. The data indicated that most of the items dealing with how to determine when an automobile needs service, adjustment, and repair received a high percentage of favor- able responses. There was also considerable agreement among the respondents with respect to the importance of including these items in teacher preparation and high school driver education course content. Regarding the relative importance of including items dealing with how to perform the actual maintenance task in driver education course content, the majority of the res- pondents indicated that teaching students how to perform the actual maintenance task should be restricted to preven- tive maintenance in high school driver education courses. The majority of the respondents indicated some instruction in this area should be included in teacher preparation course content. However, this instruction should not include major vehicle mechanics. Items dealing with how to perform the 135 actual maintenance task received the lowest percentage of favorable responses toward being included in course content. The respondents indicated instruction in identifying certain potential malfunctions of the automobile is very important and should be included in teacher preparation and high school driver education course content. The data indicated that the majority of the respondents were also of the opinion that instruction dealing with general informa- tion relating to the automobile and maintenance should be included in teacher preparation and high school driver education course content. Further, items related to this area could easily be covered in the time presently allowed for high school driver education courses. The data revealed that the majority of the respondents believed teaching preventive maintenance and symptoms of mechanical malfunction of the automobile were more important than teaching detailed instruction of the operating princi- ples and construction of the automobile. The respondents indicated that instruction related to the information in the car owner's manual should be stressed in all driver education courses and that preventive maintenance education should be consumer oriented. The majority of the respondents indicated that instruction dealing with the parts of the automobile which, if not properly maintained, would contribute to an accident should receive high priority in any phase of instruction dealing with the automobile. 136 The opinions of the respondents from colleges, universities and the automobile industry were in close agreement regarding which items of instruction teacher preparation institutions and high schools should offer dealing with automobile preventive maintenance. The ma- jority of the respondents were most consistent in favoring items in sections 1, 3 and 4 for course content in teacher preparation and high sChool driver education programs. However, the respondents indicated that teacher preparation institutions should offer more detailed instruction than the high schools. Chapter V contains a summary, conclusions, recom- mendations, suggestions for further research and discussion. CHAPTER V SUMMARY, CONCLUSIONS, RECOMMENDATIONS, SUGGESTIONS FOR FURTHER RESEARCH, AND DISCUSSION 'In the preceding chapter the findings of this survey were presented. The purpose of this chapter is to present: (1) a summary of the study; (2) the major findings of the study; (3) conclusions which the data warrant; (4) certain recommendations based on the findings of this survey con- cerning what instruction should be included in automobile preventive maintenance course content for teacher preparation and high school driver education programs; (5) suggested further research; and (6) a discussion of general feelings of the writer which are not supported by the data. _Summary Statement of the Problem The basic concerns of this survey were to determine: (1) In the opinion of college teachers and representatives from the automobile industry, what items relative to auto- mobile preventive maintenance should be included in teacher preparation and high school driver education courses. (2) In the opinion of the respondents, should instruction relative to automobile preventive maintenance be included 137 138 in driver education courses and what kinds of instruction should be emphasized. The respondents were asked for opinions and comments on items dealing with automobile preventive maintenance, and they were asked to indicate the importance of including such items in teacher preparation and high school driver educa- tion course content. These items were included in the following five sections: 1. The importance of teaching how to inspect certain items to determine if they are in need of repair, adjustment, or servicing. 2. The importance of teaching how to perform the actual maintenance task. 3. The importance of teaching how to detect and iden- tify a potential malfunction. 4. The importance of teaching certain general informa- tion and procedures. 5. General questions concerning the Opinions of the respondents toward preventive maintenance and cur- riculum offerings. The Method of Procedure The population for the survey consisted of the 82 teacher preparation institutions offering a minor and/or a major in driver education and traffic safety. These insti- tutions were selected from a publication of the National Safety Council entitled College and University Safety Courses and represented the total number of colleges and universities offering a minor and/or a major in driver education and traffic safety. Interviews were also held with one 139 representative from each of the following automobile com- panies: General Motors, Chrysler Corporation and Ford Motor Company. An opinion questionnaire was developed to obtain opinions on items listed in the sections outlined above. (A copy of the questionnaire can be found in Appendix G.) Prior to mailing the questionnaire, a letter of explanation was drafted, and a letter of endorsement was obtained from Dr. Robert E. Gustafson, Associate Professor of Criminal Justice and Driver Education of the Highway Traffic Safety Center at Michigan State University. (See Appendix D for copies of these letters.) After three and one-half weeks, a follow-up letter was sent to those institutions which failed to respond to the initial mailing. 'The initial mailing and subsequent follow-up produced a 90 per cent response of completed ques- tionnaires. A total of 70 questionnaires were received from the 82 colleges sampled. Responses to the questionnaire were coded for computer use, and the tabulated findings were reported by a descrip- tive analysis using percentages in Chapter IV. The Major Findings An analysis was made of the opinions of the res- pondents from the colleges, universities and the three auto- mobile manufacturers' representatives concerning certain items and types of instruction they believed should be 140 included in course content for teacher preparation and high school driver education courses. Presented here are the tresponses to items receiving over 50 per cent of "very important" and "extremely important" responses by both college teachers and industry personnel, over 50 per cent by industry personnel and less than 50 per cent by college teachers, over 50 per cent by college teachers and less than 50 per cent by industry personnel, and items receiving less than 50 per cent of "very important" and "extremely important" responses for inclusion in college and high school driver education courses respectively. Following is a summary of the major findings of this research survey. 1. The items in section one concerning the im- portance of teaching how to inspect certain items of the .automobile to determine if they are in need of repair, adjustment, or servicing receiving the highest percentages (50 per cent or more) of "very important" and "extremely important" rankings by both college teachers and industry representatives, respectively, for inclusion in college courses were: "teaching how to inspect and determine tire wear and weak shock absorbers," 67.1 and 100.0 per cent; "how to determine when items such as the radiator, bat- tery, master cylinder, power steering and transmission need servicing," 62.9 and 67 per cent; and "how to determine when items such as brakes, lights, fan belt tension and idling speed need adjusting," 58.6 and 100.0 per cent. 141 Items receiving over 50 per cent of "very important" and "extremely important" responses by industry personnel and less than 50 per cent by college teachers respectively for inclusion in college courses were: "how to inspect and determine when the front suspension needs servicing, such as the ball joints, tie rods and control arms," 100.0 and 47.1 per cent; "how to determine when the engine is in need of a tune-up," 100.0 and 38.6 per cent; "how to inspect and determine when items such as door latches and hood latches are in need of repair or servicing," 100.0 and 32.9 per cent; and "how to inspect and determine when the electrical system needs servicing, such as the battery and alternator," 67.0 and 41.4 per cent. "Changing oil and oil filter, air filter, fuel filter, PCV valve, emission control system and lubricating the automobile" was favored for inclusion in college driver education courses by over 50 per cent of the college teachers (57.2 per cent) and less than 50 per cent by industry personnel (0 per cent). The one item in section one receiving less than 50 per cent of "very important" and "extremely important" rankings by both college teachers and industry personnel for inclusion in college courses was: "teaching how to inspect and determine when an automobile is in need of major repair, such as brakes relined, valve job, engine, carburetor or transmission overhaul," 45.7 and 0 per cent respectively. Items in section one receiving the highest 142 percentages (50 per cent or more) of "very important" and "extremely important" rankings by both college teachers and industry representatives, respectively, for inclusion in high school courses were: "teaching how to inspect and determine tire wear and weak shock absorbers," 68.6 and 100 per cent; and how to determine when items such as the radiator, battery, master cylinder, power steering and transmission need servicing," 54.3 and 67 per cent. Items considered by over 50 per cent of the industry personnel and less than 50 per cent of the college teachers as being "very important" and "extremely important" for in- clusion in high school courses were: "teaching how to inspect and determine when parts of the automobile need adjustment, such as brakes, lights, fan belt tension and idling speed," 100.0 and 47.2 per cent respectively; "teaching how to inspect and determine when items such as door latches and hood latches are in need of repair or servicing," 100.0 and 28.6 per cent; and ”teaching how to inspect and determine when the electrical system needs servicing, such as the battery and alternator," 67.0 and 35.7 per cent. The one item in section one favored by over 50 per cent of the college teachers and less than 50 per cent of the automobile industry personnel for inclusion in high school courses was "teaching how to determine when parts of the automobile need servicing, such as chaiging oil and oil filter, fuel filter, PCV valve, emission control system and 143 lubricating the automobile," 51.4 and 0 per cent respec- tively. The one item in section one receiving less than 50 per cent of "very important" and "extremely important" res- ponses by both college teachers and industry personnel for inclusion in high school courses was: "teaching how to determine when an automobile is in need of major repair, such as brakes relined, valve job, engine, carburetor and transmission overhaul," 45.7 and 0 per cent of the respon— dents respectively. 2. The one item in section two concerning the importance of teaching how to perform the actual maintenance task receiving the highest percentages (50 per cent or more) of "very important" and "extremely important" rankings by both college teachers and industry personnel for inclusion in college courses was: "teaching how to inflate tires, add coolant to the radiator, water to the battery and oil in the engine," 57.4 and 100.0 per cent respectively. The one item considered as "very important" and "extremely important" by over 50 per cent of the industry personnel and less than 50 per cent of the college teachers for inclusion in college courses was: "teaching how to perform the actual task, such as adjust brakes, fan belt tension and idling speed," 100.0 and 18.6 per cent res- pectively. None of the items received over 50 per cent of "very important" and "extremely important" responses by 144 college teachers and less than 50 per cent of the industry personnel. The items receiving less than 50 per cent of "very important" and "extremely important" rankings by both college teachers and industry personnel respectively for inclusion in teacher preparation courses were: "teaching how to change oil, oil filters, air filters, fuel filters and PCV valves, and lubricate the automobile," 30 per cent and 0 per cent; "teaching how to add brake fluid in the master cylinder and transmission fluid in the transmission, 34.3 and 0 per cent; "teaching how to replace points, spark plugs, condenser, make adjustments and time engine, 17.2 and 0 per cent; and "how to replace radiator hoses, windshield wiper blades, fan belts, thermostat and battery," 28.5 and 0 per cent. The one item receiving the highest percentages (50 per cent or more) of "very important" and "extremely important" responses by both college teachers and industry personnel for inclusion in high school courses was: "teaching how to inflate tires, add coolant to the radiator, water to the battery and oil in the engine," 50 and 100.0 per cent respectively. There were no items in section two for inclusion in high school driver education courses receiving over 50 per cent of "very important" and "extremely important" res- ponses by industry and less than 50 per cent by college teachers. 145 There were no items for inclusion in high school driver education courses receiving over 50 per cent of "very important" and "extremely important" responses by college teachers and less than 50 per cent by industry personnel. The items receiving less than 50 per cent of "very important" and "extremely important" responses by both college teachers and industry representatives respectively for inclusion in high school courses were: "teaching how to add brake fluid in the master cylinder and transmission fluid in the transmission," 31.4 and 0 per cent respectively; "teaching how to change oil, oil filters, air filters, fuel filters and PCV valves, and lubricate the automobile," 21.5 and 0 per cent; "teaching how to replace radiator hoses, windshield wiper blades, fan belts, thermostat and battery," 12.0 and 0 per cent; and "teaching how to replace points, spark plugs, condenser, make adjustments and time engine," 8.6 and 0 per cent respectively. 3. The one item in section three concerning the importance of teaching how to detect and identify a poten- tial malfunction receiving the highest percentages (50 per cent or more) of "very important" and "extremely im- portant rankings by both college teachers and industry personnel for inclusion in college courses was: "how to detect and identify potential brake problems," 57.1 and 100.0 per cent respectively. Items receiving over 50 per cent of "very important" 146 and "extremely important" responses by industry personnel and less than 50 per cent by college teachers for inclusion in college courses were: "how to identify and detect faulty automobile operation, such as engine misfiring, loss of power and knocking," 100.0 and 38.6 per cent respectively; "how to detect and identify potential problems related to noises, 100.0 and 31.5 respectively; and "how to locate and identify fuel and exhaust system problems," 67.0 and 38.6 per cent respectively. There were no items in section three receiving over 50 per cent of "very important" and "extremely important" responses by college teachers and less than 50 per cent by industry representatives. The items receiving less than 50 per cent of "very important" and "extremely important" responses by both col— lege teachers and industry personnel respectively for inclu- sion in college courses were: "how to detect and identify and locate electrical troubles, such as shorted wires and bad connections," 18.6 and 0 per cent; and "how to detect, identify, conduct and instruct basic trouble shooting," 21.5 and 33.0 per cent. There was no one item receiving 50 per cent or more of "very important" and "extremely important" rankings by both college teachers and industry representatives for inclusion in high school courses. The items in section three receiving 50 per cent or more of "very important" and "extremely important" 147 responses by industry personnel and less than 50 per cent by college teachers for inclusion in high school courses were: "how to detect and identify potential brake problems," 100.0 and 47.2 per cent respectively; "how to identify and detect faulty automobile operation, such as engine mis- firing, loss of power and knocking," 100.0 and 28.6 per cent respectively; "how to detect and identify potential problems related to noise," 100.0 and 19.8 per cent respectively; and "how to locate and identify fuel and exhaust system problems," 67.0 and 27.2 per cent respectively. There were no items receiving 50 per cent or more of "very important" and "extremely important" responses by college teachers and less than fifty per cent by industry personnel for inclusion in high school courses. The items receiving less than 50 per cent of "very important" and "extremely important" responses by both college teachers and industry personnel respectively for inclusion in high school courses were: "how to detect and identify and locate electrical troubles, such as shorted wires and bad connections," 14.3 and 0 per cent; and "how to detect, identify, conduct and instruct basic trouble shooting," 8.5 and 33 per cent. 4. The items in section four concerning the im- portance of teaching certain general information and pro— cedures receiving the highest percentages (50 per cent or more) of "very important" and "extremely important" respon- ses by both college teachers and automobile industry 148 representatives respectively for inclusion in college courses were: "teaching how to relate vehicle system to vehicle safety," 70 and 100.0 per cent; "how to attach jumper cables to battery when jump starting with booster battery," 70.0 and 67.0 per cent; "how to start an engine that is flooded," 65.7 and 100.0 per cent; "how to under‘ stand the procedures and information in the car owner's manual," 57.2 and 100.0 per cent; "how to relate vehicle safety standards to vehicle performance," 57.1 and 100.0 per cent; "how to take precautions when towing an automo- bile," 51.4 and 67.0 per cent; and "how to handle emergen- cies such as a blown electric fuse or stuck horn," 50.0 and 67.0 per cent. There were no items receiving over 50 per cent of "very important" and "extremely important" responses from industry and less than 50 per cent by college teachers. There were no items receiving over 50 per cent of "very important" and "extremely important" responses from college teachers and less than 50 per cent by industry personnel. The items in section four receiving less than fifty per cent of "very important" and "extremely important" rankings by both college teachers and industry representatives for inclusion in college courses were: "how to understand specifications such as capacities of fuel tanks, crank case, differential, power steering, pump, automatic transmission and recommendations for filters, lamps and fuses," 37.2 and 149 0 per cent; "how to recommend proper additives, fuels, coolants, anti-freeze, brake fluid and lubricants," 35.7 and 0 per cent; "how to identify and give a working defi- nition of major auto parts such as cylinder, piston, valve, crank shaft, transmission and differential," 28.6 and 0 per cent; "how to clean the automobile and do simple body repairs such as adjusting door latches, eliminating body rattles and touching up scratches on painted surfaces," 22.9 and 0 per cent; and "how to relate the ratings of engine, brake horse power, rated horse power, torque and engine speed and their significance to the user," 15.7 and 0 per cent respectively. The items receiving the highest percentages of "very important" and "extremely important" responses by both college teachers and industry representatives, respectively, for inclusion in high school courses were: "how to start an engine that is flooded," 68.5 per cent and 100.0 per cent; "how to relate vehicle system to vehicle safety," 61.0 and 100.0 per cent; "how to attach jumper cables to battery when jump starting with booster battery," 58.6 and 67.0 per cent; "how to understand the procedures and infor— mation in the car owner's manual," 52.9 and 100.0 per cent; and "how to relate vehicle safety standards to vehicle performance," 50.0 and 100.0 per cent. There were no items receiving over 50 per cent of "very important" and "extremely important" responses from industry personnel and less than 50 per cent by college 150 teachers. There were no items receiving over 50 per cent of "very important" and "extremely important" responses from college teachers and less than 50 per cent by industry personnel. The items receiving less than 50 per cent of "very important" and "extremely important" responses by both college teachers and industry personnel for inclusion in high school courses were: "how to take precautions when towing an automobile," 47.2 and 0 per cent; "how to handle emergencies such as a blown electric fuse and stuck horns," 38.6 and 0 per cent; "how to understand specifications such as capacities of fuel tanks, crank case, differential, power steering, pump, automatic transmission and recommendations for filters, lamps and fuses," 25.7 and 0 per cent; "how to identify and give a working definition of major auto parts such as cylinder, piston, valve, crank shaft, trans- mission and differential," 15.7 and 0 per cent; "how to clean automobile and do simple body repairs such as adjust- ing door latches, eliminating body rattles and touching up scratches on painted surfaces," 15.7 and 0 per cent; "how to recommend proper additives, fuels, coolants, anti-freeze, brake fluid and lubricants," 12.9 and 0 per cent; and "how to relate the ratings of engine, brake horse power, rated horse power, torque and engine speed and their significance to the user," 7.2 and 0 per cent respectively. 5. With respect to the items in section five: the 151 importance of including instruction dealing with automobile preventive maintenance in driver education curriculums, the types of instruction that should be emphasized, and the curriculum requirements and offerings of the responding colleges, the following findings were reported: Fifty—one and four-tenths per cent of the college teachers and all of the respondents from the automobile in- dustry indicated instruction relating to automobile preven- tive maintenance should be included in teacher preparation and high school driver education courses. Fifty-one and four-tenths per cent of the college teachers and all of the respondents from industry were of the opinion that instruction relative to preventive main- tenance should be included in adult driver education courses. Of the college teachers, 81.4 per cent, and all of the representatives from industry indicated that teaching preventive maintenance and symptoms of mechanical malfunc- tion would be the most important instruction for high school driver education courses. Of the responding colleges, 45.7 per cent offered courses in preventive maintenance in the driver education department. Forty-five and seven-tenths per cent did not offer such instruction in the driver education department, but of this 45.7 per cent, 17.5 per cent indicated they did offer such instruction in other departments. Of the responding colleges, 14.3 per cent required their driver education students to take a course in auto mechanics. 152 Conclusions The following are the conclusions based upon the findings of the survey. 1. The majority of the respondents felt that it was more important that people be taught how to determine when their automobile needed adjustment and repairs than it would be for them to be taught how to do the actual repairs themselves. 2. The respondents believed instruction in per- forming the actual repairs should not be included in high school driver education courses and should be restricted to minor repairs in college courses. 3. Instruction related to identifying a potential malfunction of the automobile should be a major part of any instruction dealing with automobile preventive main- tenance. 4. General information and procedures that would aid in emergencies, and information related to vehicle systems and vehicle safety should receive high priority in both teacher preparation and high school driver educa- tion courses. 5. The majority of the college teachers and all of the respondents from the automobile industry felt that in— Struction dealing with information from the car owner's manual should be included in driver education course content. 153 6. The majority of the respondents felt instruc- tion dealing with those items that could be a contributing factor to an accident should be stressed in course content dealing with automobile preventive maintenance. 7. The respondents believed that instruction in teacher preparation courses and high school driver educa- tion courses dealing with automobile preventive maintenance should be consumer oriented rather than mechanically oriented. 8. There was a considerable amount of agreement among the respondents with regard to including instruction relative to determining when the automobile is in need of servicing, repair, or adjustment; identifying a potential malfunction; and general information and procedures in teacher preparation and high school driver education courses. 9. Preventive maintenance course content for present high school driVer education programs will have to be limited in scope because of lack of time. 10. Instruction dealing with some phase of auto- motive preventive maintenance should definitely be included in teacher preparation and high school driver education course content. Recommendations On the basis of the data collected and reported in this study and the conclusions reached, the following recommendations are made. 154 l. Institutions engaged in teacher preparation should expand their programs to include a course related to automobile preventive maintenance and consumer information. This course should be a requirement for driver education instruCtors. Emphasis in instruction should be on the items relating to the safe operation of the car, knowing how to determine when an automobile needs\adjustment and repair, identifying potential malfunctions of the auto- mobile, and minor repairs. 2. All high school pupils should have an oppor- tunity to receive some instruction related to automobile preventive maintenance and adequate class time should be provided in order that all important items may be covered. Emphasis in instruction should be upon those items relating to the safe Operation of the car; knowing how to determine when an automobile needs adjustment and repairs by means of smell, sound, touch or sight; identifying potential malfunctions of the automobile; and general information and procedures related to the automobile. 3. The regional and state personnel responsible for curriculum development should have a conference to initiate a plan to develop courses and course material relative to the types of instruction that should be included in driver education curriculums. 4. It is recommended that there be a meeting at the national level to establish some guidelines and perhaps provide grants to develop consumer type courses relative 155 to automobile preventive maintenance at the college level. 5. The American Driver and Traffic Safety Educa- tion Association should provide leadership toward developing course content material for teacher preparation and high school driver education courses. 6. The National Safety Council should include a section devoted to preventive maintenance as it relates to vehicle safety at the National Safety Congress. Suggestions for Further Research The following suggestions for further research are made as a result of the findings of this study. 1. A study should be conducted to determine what teacher preparation institutions are presently offering in course content dealing with automobile preventive mainten- ance. 2. An evaluation of the effectiveness of a driver education program presently offering some instruction in automobile preventive maintenance at the college level would be useful. 3. A study should be undertaken to determine if present high school driver education instructors feel they received adequate training in automobile preventive maintenance. 4. A study to determine the Opinions of high school instructors relative to preventive maintenance course content for high school courses would be helpful. 156 5. A study should be conducted to determine what are the interests and preferences of high school driver education students with respect to learning more about automobile preventive maintenance. 6. A study should be conducted to determine what teaching methods are the most effective to provide for preventive maintenance instruction to high school students in the time allowed presently. 7. A study should be done to determine the need to offer a course in consumer related automobile preventive maintenance in the high schools. 8. A study should be conducted to determine how the new motor vehicle standards affect preventive mainé tenance. 9. A survey of vehicle inspection stations per- sonnel should be undertaken to determine their opinions on preventive maintenance course content. Hopefully the findings and data presented in this research survey will suggest some guidelines for those responsible for curriculum improvement which will result in meaningful experience for all driver education programs. Discussion The major purpose of this study was to ascertain~ opinions of college teachers and representatives from the automobile industry related to automobile preventive main- tenance course content for teacher preparation and high 157 school driver education. The results shown from the data indicated that the respondents were of the opinion that teacher preparation and high school driver education courses should Offer similar instruction. However, teacher preparation courses shOuld be more detailed in nature. It was the writer's observation that teaching how to perform the actual maintenance task is the one area that college teachers and the respondents from the automobile industry felt should not be taught as a major part of a driver education course. The apparent reason for teachers' feeling this way is the lack of time allowed for this instruction in the high schools. Further, the represen- tatives from industry indicated this type of instruction should be included in vocational or special courses. The comments from the respondents seem to indicate that the type of instruction that would be most beneficial to automobile owners should be consumer oriented. It was interesting to note that all of the rep- resentatives from the automobile industry agreed on teaching information related to the owner's manual. Indications were that the procedures in the owner's manual were based on tests as to when services should be performed. The writer observed that the items relating to the safety of the automobile, determining when service is needed and identifying potential malfunctions were items that were favored by the automobile industry. The college 158 teachers were in close agreement with industry along these lines. From the review of the literature and comments from the respondents, there is a great interest at the national level for informing owners and potential owners of auto- mobiles about maintenance procedures that would prevent needless breakdowns, and perhaps save lives. Further, it was observed from comments that a number of colleges are in the process of developing consumer-type courses related to preventive maintenance and are concerned with the types of instruction that should be offered in such courses. It was the writer's observation that there is a need to provide instruction relative to automobile preventive maintenance in both teacher preparation and high school driver education curriculums. However the question of the amount of time that should be devoted to this subject still presents some problems. To implement the findings of this study would re- quire a two semester hour course for teacher preparation institutions and approximately three hours of instruction for high school courses. At the high school level this could be done without adding to the present requirement of 30 hours by substituting instruction on the types of material recommended in this study for what currently is being taught, namely, what makes the car run and other detailed instruction about the operation of the automobile engine, drive train and other systems. In other words, 159 we ought to be teaching how to take care of the car rather than how the car and its systems operate. Another option for high schools would be to offer a course or pro- vide for instruction in science classes related to the types of information recommended. BIBLIOGRAPHY BIBLIOGRAPHY Aaron, James E. and Strasser, Marland K. Driver and Traffic Safety Education. New York: The Macmillan Company, 1966. Altschuler, Walter. 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Empirical Foundations of Educational Research. Englewood Cliffs, N. J.: Prentice-Hall, International, 1968. Spar, Walter E., and Swenson, Rinehart J. Methods and Status of Scientific Research. New York: Harper and Brothers, 1930. Stanford Research Institute. "Relationship Between Vehicle Defects and Vehicle Crashes." Technical Reports, Vol. 11. Menlo Park, Calif: Prepared for the U. 8. Depart- ment of Transportation, National Highway Safety Bureau. The State Journal. Lansing-East Lansing, Michigan, Thursday, October 21, 1971. ' Strasser, Marland K., Eales, John R., and Aaron, James E. Driver Education: Learning to Drive Defensively. River Forest, I11: Laidlaw Brothers, A Division of Doubleday & Company, 1969. Strasser, Marland K., Eales, John R., and Zuam-Mushlitz. When You Take the Wheel. River Forest, 111.: Laidlaw Brothers, 1963. Tharp, K. J., and Garrett, J. W. "Organization and Method— ology of Intensive Accident Investigation." Multi- Disciplinary Investigations to Determine Automobile Accident Causation: Report No. 1. Prepared Under Agreement with the Automobile Manufacturers Associa- tion, Inc., Detroit, Michigan, December 1968. "The Value of Periodic Motor Vehicle Inspection to Motorists." National Symposium on Diagnostic Vehicle Inspection, Washington, D. G., April 22, 1971. Van Dalen, Deobold D. and Meyer, William J. Understanding Educational Research: An Introduction. New York: McGraw-Hill Book Company, 1962. APPEND ICES APPENDIX A NAMES OF THE COLLEGES USED IN THE SURVEY 163 College and University Respondents to the Opinion Questionnaire Driver and Safety Education Department Arizona State University Tempe, Arizona 85281 Driver and Safety Education Department University of Arizona Tucson, Arizona 85721 Driver and Safety Education Department Sacramento State College Sacramento, California 95819 Driver and Safety Education Department Metropolitan State College Denver, Colorado 80204 Driver and Safety Education Department Greenville College Greenville, Illinois 62246 Driver and Safety Education Department Georgia Southern College Statesboro, Georgia 30458 Driver and Safety Education Department Illinois State University Normal, Illinois 61761 Driver and Safety Education Department Western Illinois University Macomb, Illinois 61455 Driver and Safety Education Department Indiana University Bloomington, Indiana 47401 Driver and Safety Education Department University of South Alabama Mobile, Alabama 36608 Driver and Safety Education Department Southern Connecticut State College New Haven, Connecticut 06515 Driver and Safety Education Department Adams State College Alamoss, Colorado 81101 Driver and Safety Education Department University of Georgia Athens, Georgia 30601 Driver and Safety Education Department University of Miami Coral Gables, Florida 33124 Driver and Safety Education Department Eastern Illinois University Charleston, Illinois 61920 Driver and Safety Education Department Southern Illinois University Carbondale, Illinois 62901 Driver and Safety Education Department Indiana Central College Indianapolis, Indiana 46227 Driver and Safety Education Department Northern Illinois University DeKalb, Illinois 60115 Driver and Safety Education Department University of Illinois Urbana, Illinois 61801 Driver and Safety Education Department Kansas State University Manhattan, Kansas 66502 Driver and Safety Education Department University of Kentucky Lexington, Kentucky 40506 Driver and Safety Education Department Western Kentucky University Bowling Green, Ky. 42101 Driver and Safety Education Department Southeastern Louisiana College Hammond Louisiana 70401 Driver and Safety Education Department Grambling College Grambling, Louisiana 71245 Driver and Safety Education Department University of Maryland College Park, Md. 20740 Driver and Safety Education Department Missouri Southern State College Joplin, Missouri 64801 Driver and Safety Education Department Southwestern Missouri State College Springfield, Mo. 65802 Driver and Safety Education Department Northwest Missouri State College Marysville, Mo. 64468 164 Driver and Safety Education Department University of Dubuque Dubuque, Iowa 52001 Driver and Safety Education Department Kansas State Teachers College Emporia, Kansas 66801 Driver and Safety Education Department Louisiana State University Baton Rouge, Louisiana 70803 Driver and Safety Education Department Northwestern State College Natchitoches, La. 71457 Driver and Safety Education Department Southern University and A & M College Baton Rouge, Louisiana 70813 Driver and Safety Education Department Towson State College Towson, Maryland 21204 Driver and Safety Education Department Northern Michigan University Marquette, Michigan 49855 Driver and Safety Education Department Missouri Western College St. Joseph, Missouri 64507 Driver and Safety Education Department Northeast Missouri State College Kirksville, Missouri 63501 Driver and Safety Education Department Chadron State College Chadron, Nebraska 69337 Driver and Safety Education Department Kearney State College Kearney, Nebraska 68847 Driver and Safety Education Department University of Nebraska Omaha, Nebraska 68132 Driver and Safety Education Department Western New Mexico University Silver City, N. M. 88061 Driver and Safety Education Department North Carolina Agricultural Tech. State University Greensboro, N. C. 27411 Driver and Safety Education Department Central State College Edmond, Oklahoma 73034 Driver and Safety Education Department University of Houston Houston, Texas Driver and Safety Education Department California State College California, Penn. 15419 Driver and Safety Education Department University of Tennessee Knoxville, Tennessee 37916 Driver and Safety Education Department Edinboro State College Edinboro, Penn. 16412 Driver and Safety Education Department Marshall University Huntington, W. Va. 25701 165 Driver and Safety Education Department Peru State College Peru, Nebraska 68421 Driver and Safety Education Department Wayne State College Wayne, Nebraska 68787 Driver and Safety Education Department Brooklyn College Brooklyn, New York Driver and Safety Education Department Miami University Oxford, Ohio 45056 Driver and Safety Education Department Oklahoma State University Stillwater, Oklahoma 74074 Driver and Safety Education Department Brigham Young University Provo, Utah 84601 Driver and Safety Education Department Clarion State College Clarion, Penn. 16214 Driver and Safety Education Department Utah State University Logan, Utah 84321 Driver and Safety Education Department Texas A & M University College Station, Texas Driver and Safety Education Department Shepherd College Shepherdstown, W. Va. 25443 77840 Driver and Safety Education Department West Virginia State College Institute, W. Va. 25112 Driver and Safety Education Department The University of South Dakota Vermillion, S. D. 57069 Driver and Safety Education Department Wisconsin State University Platteville, Wisc. 53818 Driver and Safety Education Department Wisconsin State University Whitewater, Wisc. 53190 Driver and Safety Education Department Prairie View A & M College Prairie View, Texas 77445 166 Driver and Safety Education Department Stout State University Menomonie, Wisc. 54751 Driver and Safety Education Department Wisconsin State University Oshkosh, Wisconsin 54901 Driver and Safety Education Department Central Washington State College Ellensburg, Washington 98926 Driver and Safety Education Department University of Southern Mississippi Hattiesburg, Miss. 39401 Driver and Safety Education Department Michigan State University East Lansing, Michigan 48823 APPENDIX B LETTERS, NAMES AND POSITIONS OF THE REPRESENTATIVES INTERVIEWED 167 October 28, 1971 Mr. Roy C. Haeusler Chief Engineer, Automotive Safety Product Planning and DevelOpment Staff Chrysler Corporation P.O. Box 1118 Detroit, Michigan 48231 Dear Mr. Haeusler: In reference to my phone call to you of October 27. During our conversation in June when you spoke to our staff, I asked if it would be possible to visit with you and discuss materials ‘which you felt should be included in an automotive preventive maintenance course design for driver education classes. At that time you asked me to call when I was ready to start this project. At present I am in the process of gathering information to develOp an automotive preventive maintenance course for driver education classes. I would like very much to add to this course content some of the material we discussed while you were here. I have develOped an Opinion questionnaire to gather information on what should be included in this type of course. I am enclosing my questionnaire to afford you an Opportunity to review it before my arrival. Your secretary said she would inform me as to a date 'we might meet if you should have time in the near future to meet with me. YOur assistance in this project will be greatly appreciated. Sincerely yours, .Eddie Hildreth Guaduate Assistant Room 70 Kellogg Center Efizjj Enclosure 168 November 22, 1971 .Mr. J.S. Anderson, Area Supervisor Service Training Programs Ford Customer Service Division Garrison Place - East 19855 Outer Drive Dearborn, Huchigan 48124 Dear Mr. Anderson: I wish to take this Opportunity to express my gratitude to you for the time you allowed me on Friday, November 19th. The information you gave me will greatly aid in the completion of my study on automotive preventive maintenance and develOpment of curriculum for driver education programs. Sincerely, {Mme Eddie Hildreth Graduate Assistant EH:jj 169 Nov-Ibex 30, 1971 Mr. Jack Hartsuch Oldsmobile, GMC Division 920 Townsend Lansing, Michigan 48921 Dear Mr. Hartsuch: I wish to take this Opportunity to thank you for the time you allowed to me today in your office. The information you gave me will greatly aid in the completion of my study on automotive preventive maintenance course development for driver education programs. YOurs truly, Eddie Hildreth Graduate Assistant 33833 170 November 30, 1971 Mr. G.C. Allen, Supervisor Service Training Oldsmobile, GMC Division 920 Townsend Lansing , Michigan 48921 D6“ “to Allen: I wish to take this Opportunity to thank you for the time you allowed to me today in your office. The information you gave me will greatly aid in the completion of the study on automotive preventive maintenance course develOpment for driver education programs. Yours truly, 22 Lib/We! Eddie Hildreth Graduate Assitant Emil APPENDIX C CORRESPONDENCE TO THE VARIOUS AUTOMOBILE MANUFACTURERS REGARDING MATERIALS FOR DEVELOPING THE QUESTIONNAIRE MOTORS CORPORATION 171 45 CHRYSLE «unw muxAMWHWW‘ “Iii!" F: '» “" 3‘9'1‘4’.’ Averiu-zg r L mtg ’l?- hiqa". (+80“). July l3, l97l Mr. Eddie Hildrelh lSSO-A Spartan Village East Lansing, Michigan #8823 Dear Mr. Hildreth: This is in response to a telephone call from Dr. Lusk of AMA, requesting some assistance in your develOping an instructional program. I've assembled single copies of various publications of ours over the last three or four years on subjects re- lated to safety and fundamentals of automotive components. These are enclosed, tOgether with a copy of a l97l Dart Operators Manual which is typical of our operators manuals on all of our car lines. I'm sure these t09ether will help you with the program; if you should, however, require additional c0pies or more information, please feel free to call or let me know if we can be of further help. Yours very truly, ’) {/_ ' [’77: dfi/d ‘ . A. 8 llman, Manager/ MTSC 5 Service Training Materials /vo Enc. cc: Dr. R. C. Lusk 172 GENERAL MOTORS CORPORATION July 13, 1971 Mr. Eddie Hildreth 1550 A Spartan Village East Lansing, Michigan h8823 Dear Mr . Hildreth: We are sending you the attached outline at the request of Dr. Robert Lush of the Automobile mnufacturers Association. We trust you will find it helpful. We are also sending you, under separate cover, five 1971 Owner's hnuals representing each of our Car Divisions. Thank you for allowing us to be of assistance. Very truly yours, 171?ng i, u, ,v L. C. Harris, manger Product Education 8: Training LH:pr Attach. cc: Dr. R. D. Lusk General Molors Building 3044 West Grand Boulevard Dnlroil. Michigan 48202 173 1550 A Spartan Village East Lansing, Michigan 48823 July 15, 1971 Mr. L.C. Harris, Manager Product Education a Training General Motors Corporation 3044 W. Grand Boulevard Detroit, Michigan 48202 Dear Mr . Harris : I Wish to take this Opportunity to express my sincere appreciation to you and the General Motors Corporation for the receipt of the materials that I requested. The outline and owners manuals have been a great addition to the develOpment of my study, and I will call upon you in the future with any additional information or assistance. Sincerely, 422;. may Eddie Hildreth, Jr. 174 1550 A Spartan Village East Lansing, Michigan 48823 July 15, 1971 Mr. R.A. Bollman, Manager MTSC & Service Training Materials Chrysler Motors Corporation 26001 Lawrence Avenue Center Line. Michigan 480l5 Dear Mr. Bellman: I wish to take this opportunity to express my sincere appreciation to you and Chrysler Motors Corporation for the receipt of the publications that I requested. The materials have been a great addition to the development of my study, and rest assured I will call on you in the future for any information and assistance. Sincerely. swag/W '4» Eddie Hildreth, Jr. 175 1550 A Spartan Village East Lansing, Michigan 48823 July 15, 1971 Mr. M.H. Chesney, Manager Service Training Program Ford Marketing Corporation P.O. Box 1760 Dearborn, Michigan 48121 Dear Mr. Chesney: I wish to take this Opportunity to eXpress my sincere appreciation to you and Ford Marketing Corporation for the receipt of the publications that I requested. Rest assured that if I have further need for materials and assistance, that I will call on you. Sincerely, 2&0ng Eddie Hildreth, Jr. APPENDIX D LETTERS OF ENDORSEMENT AND EXPLANATION 176 Gentlemen: Eddie Hildreth, a graduate student at the Highway Traffic Safety Center, is collecting data for his doctoral dissertation to determine opinions on course content in automotive preventive maintenance courses for teacher preparation in driver education and high school driver education courses. While not a Center project the study, when completed, will provide useful guidelines for curriculum improvement which will have the support of teacher training institutions offering driver education. The enclosed questionnaire has been develOped by Mr. Hildreth to enable him to gain insight as to what representatives from teacher preparation institutions feel should be included in course content dealing with automotive preventive maintenance. To better assist you in the completion of the questionnaire, "preventive maintenance" as used is defined as a planned, orderly and systematic procedure of inspection and repair, to prevent serious and costly vehicle defects and breakdowns. The results of Mr. Hildreth's survey will be sent to you after the completion of the survey. An enwflOpe has been enclosed for your convenience in return— ing the information. Your assistance in Mr. Hildreth's study will be greatly appreciated. Very truly yours, as; a: as...” Robert E. Gustafson, Ph.D. Associate Professor Criminal Justice and Driver Education REG:ss Enclosures 177 Gentlemen: I am making a study to ascertain the types of information pertaining to automotive preventive maintenance that should be included in teacher preparation and high school driver education courses. As a teacher in teacher preparation, you are in a position to give valid Opinions on the subject. I would like to have your help in the study by supplying the information asked for in the enclosed questionnaire. It is hoped that feedback from the participants included in this survey will provide valid conclusions to specifically identify information that should be included in such courses. Your assistance in this study is requested and will be greatly appreciated. An envelope has been enclosed for the returning of the questionnaire. Very truly yours, Eddie Hildreth EH:jj Enclosures APPENDIX E FREQUENCY OF RETURN OF THE QUESTIONNAIRES 178 RETURN OF QUESTION NAIRES AFTER DATE OF MAILING «wk—mi. n5 IBOJJO... 50 -- _ a _ _ _ _ fl _ _ O 0 w 2 i omzmnkmm mum—232 r _ O 4 2nd 3rd 4th lst week APPENDIX F FOLLOW-UP LETTER 179 Mr. Eddie Hildreth P.O. Box 1236 East Lansing, Michigan 48823 December 1, 1971 Dear Sir: The Opinion questionnaire mailed to you on November 5 has not been received. Your response is urgently needed in order to help complete this study. Your assistance in completing and returning the questionnaire will be sincerely appreciated. 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