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MSU Is An Affirmative Action/Equal Opportunity Infiltration
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develo
driVer
detern
educa4

EC): t

X “\ ABSTRACT
\

THE DEVELOPMENT AND VALIDATION OF DRIVER
EDUCATION PERFORMANCE OBJECTIVES

BY

I. Ann Johnson

Statement of Purpose

 

The researcher's purpose in this study was to
develop and validate performance objectives for secondary
driver education programs. The author's study also sought to
determine the extent of agreement between a panel of driver
education experts and secondary driver education instructors

for the list of performance objectives.

Methods of Procedure

 

The list of classroom and laboratory performance
objectives for a secondary driver education program was
develOped following a review of related literature. Included
was a review of curriculum development and educational
planning, Michigan's accountability model, and driver
education accountability. The driver education
accountability section included curriculum guides from
various states, secondary driver education textbooks, college
and university driver education textbooks, and three major

driver education research studies which were the Research

EA

and 1
who m
objec
corre.

statis

I. Ann Johnson

Curriculum in Driver and Traffic Safety Education, CMSU-
HumRRO Driver Education Project, and the HumRRO Task
Analysis, Volumes I-IV.

Following the review of these sources, the
questionnaire was developed and a secondary driver education
program was defined. Organizational units were determined
and the degree of mastery was appropriately specified using
the sources reviewed. Fourteen driver education instructors
and 14 individuals composing a panel of national experts,
who met prescribed criteria, ranked each performance
objective on a five point scale. The Pearson product-moment
correlation coefficient and individual mean scores were the

statistical analyses used.

The Major Findings

The major findings of this study were as follows:

1. All correlations for the 13 categories of
performance objectives, classroom phase, laboratory phase,
and classroom-laboratory phases combined indicated a positive
correlation.

a. For the eight classroom categories, one
correlation was below .3000, one correlation was between
.3000 and .6000, and six correlations were above .7000.

b. For the five laboratory categories, one
correlation was below .3000 and four correlations were above

.7000.

c. Correlations by the particular phase of

inst

labor

(164)
labora
class:

the la

all the
seconda
rated 7
Objecti
rated 7
rated 9
OblECtix

82'2 Per

PerCEnt)
ten PErf
only by 1
EXperts'
containeC
Objective
the drive
ob.

JectiVe

phase.

 

(fl

I. Ann Johnson

instruction, e.g., classroom, laboratory, and classroom and
laboratory, were all above .7000.

2. Collectively, the two groups favored 71.9 percent
(164) of all the performance objectives for the classroom and
laboratory phases combined, 69.4 percent (127) of the
classroom performance objectives, and 82.2 percent (37) of
the laboratory performance objectives.

3. The panel of experts rated a higher percentage of
all the performance objectives as suited for inclusion in a
secondary driver education program. The panel of experts
rated 77.6 percent (142) of the classroom performance
objectives as suited while driver education instructors
rated 75.9 percent (140) as suited. The panel of experts
rated 97.8 percent (44) of the laboratory performance
objectives as suited and driver education instructors rated
82.2 percent (37) as suited.

4. Twenty-seven performance objectives (11.8
percent) were rated suited by the panel of experts only and
ten performance objectives (4.3 percent) were rated suited
only by the driver education instructors. For the panel of
experts, 27 performance objectives (74.1 percent) were
contained in the classroom phase, and seven performance
objectives (25.9 percent) were in the laboratory phase. For
the driver education instructors, all ten performance
objectives (100 percent) were contained in the classroom
phase.

5. Only 31 performance objectives (13.6 percent)

were

,1

 

as...

 

 

I. Ann Johnson

were rated unsuitable by both groups of respondents.

THE DEVELOPMENT AND VALIDATION OF DRIVER
EDUCATION PERFORMANCE OBJECTIVES

BY
(5“

I. Ann Johnson

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY
Department of Curriculum and Instruction

1975

for t.

their e:
academic
are Com:

aceOmpl i

 

ACKNOWLEDGMENTS

The writer wishes to acknowledge several individuals
for their assistance in the completion of this study.

1. Members of the doctoral committee: Dr. Robert
E. Gustafson, chairman, Dr. Donald L. Smith, Dr. Samuel A.
Moore, II, and Dr. Joseph Dzenowagis for their time and
suggestions which were most helpful throughout the study,
particularly in the final stages.

2. My husband, Jim, for his love and understanding.
Without his help, this task would not have been possible.

3. My parents, Mr. and Mrs. Nelson A. Cordill, for
their encouragement, love, and support throughout my entire
academic career. It is gratifying to know that they, too,
are committed to a daughter's professional goals and
accomplishments.

4. My friends and fellow graduate students whose

interest and encouragement are deeply appreciated.

ii

.I7_I_7‘.',

13-0-;

LIST

Chap1

TABLE OF CONTENTS

Page
LIST OF TABLES . . . . . . . . . . . . . . . . . . . vi
Chapter
1. INTRODUCTION . . . . . . . . . . . . . . . 1
THE PURPOSE . . . . . . . . . . . . . . 3
Statement of the Purpose . . . . . . . 3
Justification of the Study . . . . . . 3
Study Contributions . . . . . . . . . 5
THEORETICAL FRAMEWORK . . . . . . . . . 6
Definition of Terms . . . . . . . . . 6
Study Design . . . . . . . . . . . . 9
Basic Assumptions . . . . . . . . . . 9
ORGANIZATION OF REMAINING UNITS . . . 10
2. REVIEW OF LITERATURE . . . . . . . . . . 11
CURRICULUM DEVELOPMENT AND

EDUCATIONAL PLANNING . . . . . . . . . ll
Instuctional Modules . . . . . . . . 12
Performance Objectives . . . . . . . 13
Related Curricula and Design. . . . . 19

Driver Education Texbooks and
Curriculum Guides . . . . . . . . . 28
ACCOUNTABILITY MODEL . . 43

iii

iv

Common Goals . . . . . . . . .
Performance Objectives . . . .
Needs Assessment . . . . . . .
Delivery Systems Analysis . . .
Evaluation and Testing . . . .
Recommendations for Improvement
DRIVER EDUCATION ACCOUNTABILITY .
Resource Curriculum . . . . . .
HumRRO . .-. . . . . . . . . .

HumRRO-CMSU Driver Education
PrOject O O O O I O O O O O 0

SUMMARY . . . . . . . . . . . . .

3. PROCEDURES . . . . . . . . . . . .
Collection of Data . . . . . .
Treatment of Data . . . . . . .

SUMMARY . . . . . . . . . . . . .

4. PRESENTATION AND ANALYSIS OF DATA .
DATA RESULTS . . . . . . . . . .

Data Concerning Relationship of
Two Groups . . . . . . . . .

Data Concerning Individual Mean
scores 0 O O O O O O O O O I

S UWARY . O O O O C O O O O O O O

5. SUMMARY, CONCLUSIONS, AND
RECOMMENDATIONS . . . . . . . . . .

S UMARY C O O O O O O O O O O 0

Statement of the Purpose . ...

Methods, Techniques, and Data Used

Page
43
43
44
44
45
45
45
47
50

61
64
66
66
73
76
77

77

78

81

105

106
106
106

107

l‘ 40". {I I“

BIBLI

MAJOR FINDINGS . . . . . .
CONCLUSIONS . . . . . . .
RECOMMENDATIONS . . . . .
RECOMMENDATIONS FOR FUTURE
DISCUSSION . . . . . . . .
APPENDIX A . . . . . . . . . . . .
APPENDIX B . . . . . . . . . . . .
APPENDIX C . . . . . . . . . . . .
APPENDIX D . . . . . . . . . . . .

BIBLIOGRAPHY . . . . . . . . . . .

Page
108
110
111
113
114
116
137
138
140
164

LIST OF TABLES

Table Page

1. Level of Criticality for Instructional
Objective Subjects . . . . . . . . . . . 54

2. Correlations by Driver Education Classroom
Categories . . . . . . . . . . . . . . . . 79

3. Correlations by Driver Education
Laboratory Categories . . . . . . . . . . 80

4. Correlations by Phase of Driver Education
Instruction . . . . . . . . . . . . . . . 81

5. Performance Objectives Rated Suitable by
Both Groups . . . . . . . . . . . . . . . 84

6. Performance Objectives Rated Suitable by
Panel of Experts . . . . . . . . . . . . . 93

7. Performance Objectives Rated Suitable by
Driver Education Instructors . . . . . . . 99

8. Performance Objectives Rated Unsuitable
by Both Groups . . . . . . . . . . . . . . 133

9. Content and Suitability of Performance

Objectives Rated by Both Groups . . . . 140

vi

Chapter 1
INTRODUCT ION

During the latter part of the 1950's and the decade
of the sixties new strategies in instructional preparation
arose in colleges and universities throughout the country.
College and university educators began to take a serious
look at how their students were defining instructional
objectives for classroom teaching. Unfortunately, a large
number of the objectives developed were stated in vague and
general terms or so specifically that a student could easily
become lost in mere trivia. Others used educational tasks
which stressed only simple knowledge and skill levels with
an apparent neglect for such levels as comprehension,
application, interpretation, analysis, or other similar
learning outcomes. This led many educators to develop a set
of guidelines for the establishment of performance objectives
so that the student could easily determine what the goal of
a particular prescribed lesson was, the specific level of
learning to be attained, the conditions under which the
behavior was to be performed, and with what degree of

accuracy.

Colleges and universities were not alone in their
quandary to improve the learning outcome. State departments
of education, having recognized the apparent problem, also
sought to develop curricula using performance objectives.
The Michigan Department of Education is no exception having
developed an accountability model which stresses an improved
teacher delivery system. Curriculum units throughout the
department, such as the Driver and Safety Education Unit,
have sought to revise their curricular offerings in an effort
to provide the local educators with a set of performance
objectives to be used in part rurwhole by local school
districts. Being a traffic education consultant with the
department, the author was assigned the task of developing
performance objectives for a driver education program meeting
the minimal state requirements of 30 hours of classroom
instruction and six hours of laboratory instruction. The
initial idea for this research study was derived from this
assignment and later expanded to include more of an
exhaustive list of driver education performance objectives.
Additionally, the author's major responsibilities with the
department are oriented towards curriculum develOpment and
implementation. The author's study sought to develop and
validate performance objectives for secondary driver

education programs.

THE PURPOSE

Statement of Purpose

 

The author's purpose in this study was the
development and validation of performance objectives for
secondary driver education programs. Further, the author's
study sought answers to the following questions:

1. To what extent was there agreement in the pattern
of ratings between a panel of driver education experts and
driver education instructors regarding secondary driver
education performance objectives?

2a. Which of the individual performance objectives
were rated as necessary for inclusion in a secondary driver
education program by both the panel of driver education
experts and driver education instructors?

2b. Which of the individual performance objectives
were rated as necessary for inclusion in a secondary driver
education program by the panel of driver education experts
but not by the driver education instructors?

2c. Which of the individual performance objectives
were rated as necessary for inclusion in the secondary
driver education program by the driver education instructors

but not by the panel of driver education experts?

Justification of the

Study

 

A performance objective describes a constructive

change in the learning outcome. Such objectives are

normally derived from general goal statements which are
general, non-behavioral statements of desired educational
outcomes agreed upon by the appropriate education planners.

Using performance objectives in driver education can
contribute to the quality of instruction. Much material is
in print which goes into great detail concerning the
practical advantages and sound educational practices which
will be advanced through the development and use of
performance-oriented instruction. The rationale for the
development of performance objectives are included.

It is reasonable to expect that the quality of the
instructional program will be improved when the conditions
and observable behavior to be attained are made parts of the
communications. According to Mager,

\

When clearly defined goals are lacking, it is
impossible to evaluate a course or program efficiently,
and there is not sound basis for selecting appropriate
materials, content, or instructional material.

The individuals and groups who will benefit most from an
improved instructional program are those who are party to
it. Because of the wide range of uses for performance
objectives, it can be expected that the quality of
instructional planning between and within the following
groups will be greatly improved: students, teachers,

administrators, school boards, advisory committees, other

citizen groups, employers, and state departments of education.

 

l . . . .
Robert F. Mager, Preparing Instructional Objectives,

(Palo Alto, California; Fearon Publishers, 1962). P. 3.

 

 

ii"! ‘ll'luldle‘.

L. ..r

 

 

5

Among the practical advantages of using and having
performance objectives are the following.

1. Improved communications between teachers and
students defining the requirements for successful completion
of a driver education program.

2. A higher quality of communications within the
teacher group regarding objectives, standards, conditions
for testing, and levels of learning.

3. A better understanding among teachers,
administrators, and school boards concerning the content and
basic objectives of their driver education programs.

4. More useful statements of course and program
objectives between the educational community and impor’lnt
groups of non-educators, including driver licensing
personnel, parent groups, law enforcement groups, and other
interested citizens within the community.

5. More usable statements of program objectives
between local educational agencies and state departments of
education for the purpose of reviewing, approving, funding,

and assessing driver education programs.

Study Contributions

 

The author's purpose in this study was to develop and
validate secondary driver education performance objectives.
This material should be helpful with the current driver
education programs and aid the development of future

programs. .The results of this study will assist the state

departments of education in their curriculum development
work, possibly being included in future curriculum guides,
and help improve teacher preparation programs in the state

colleges and universities.

THEORETICAL FRAMEWORK

Definition of Terms

 

For clarity in communication the following terms have

been defined.

Classroom phase.

 

That portion of driver education course, based in a
classroom environment, which is characterized by student
learning under the management of a teacher or teachers.2

Development. The process of gathering information to

 

provide an end product.

Driver education.

 

Classroom and laboratory student learning experiences
designed to enable motor vehicle operators to become
safer and more efficient highway users and to acquire
knowledge about the highway transportation system so that
they may contribute to its improvement.3

Education.

 

The aggregate of all the processes by means of which
a person develops abilities, attitudes, and

 

2American Driver and Traffic Safety Education
Association, Policies and Guidelines for Driver and Traffic
Traffic Safety Education (Washington, D.C.: ADTSEA, 1974)
p. vii.

 

3ADTSEA, p. vii.

7

other forms of behavior of positive value in the
society in which he lives.

Educational accountability. Being responsible for

 

the measurable educational outcome of students.

Laboratory phase.

 

That portion of a driver education course,
covering motor vehicle operation under real or
simulated conditions, characterized by student
learning experiences arising from use of
electronic driving simulation equipment, and
off-street multiple car driving range, and/or
on-street driving practicegin a dual controlled
car under the direction of a teacher.

Panel of experts. A national group of individuals

 

considered leaders in the field of driver education. Such
persons hold a master's degree or higher, have written
articles for professional journals and/or participated in
professional meetings, have worked with secondary driver
education students for a minimum of five years, and have
participated in national and state driver education

curricula revisions to the performance objectives approach.

Pearsongproduct-moment correlation coefficient (r).
A statistical analysis procedure used to measure the

relationship between two sets of interval or ratio data.

 

4Carter V. Good (ed.), Dictionary of Education,

Prepared under the auspices of Phi Delta Kappa (2nd ed.:
New York: McGraw-Hill, 1973). P. 191.

 

5
ADTSEA, p. vii.

The value of the statistic can vary between +1.00 and

-1.00.6

Performance objective. A statement which is
. . . explicit in communicating the instructor's
intention to the pupil. It tells the pupil what
he or she is expected to do, what the minimum
level of accptance for his or her eventual
performance is to be, and under what conditions
it will be achieved. To be meaningful, any
statement of objective must specify observable
preferably measurable, changes in the learner's
behaviour at the end of the course.

Secondary driver education program. A course of
study offered by the secondary school as an integral part
of the curriculum including classroom and laboratory phases
of instruction and designed to develop good traffic citizens
who use motor vehicles safely and efficiently. It is
desirable that the course be taken prior to the issuance

of a driver's license and that the length be at least six

weeks to as long as a semester.

Validation. The process of accepting or rejecting

 

secondary driver education performance objectives to derive

conclusions as to the suitability of their content.

 

6Herbert Terrace and Scott Parker, Psychological
Statistics Vol. III (San Rafael, California: Individual
Learning Systems Incorporated, 1971), pp. 7-1 - 7—2.

7Edward Blishen (ed.), Encyclopedia of Education
(New York: Philosophical Library, Inc., 1970), p. 514.

 

 

 

 

in . 2.5.4.7..trvc-a-J.

 

Stud}

quest
objec
inter
safet
other
consi.
suital
(five)

suited

admini
compos.
the pe]
using I
C0rrela
and mea

Snitabl

Basic A

general

Curricu 1

naire dil

falsify

Study Design

 

The data for this research were obtained from a
questionnaire involving questions related to performance
objectives for secondary driver education programs. The
intensive review of literature included driver and traffic
safety education research sources as well as research from
other subject matter areas. The questionnaire instrument
consisted of a five point scale for determining the
suitability of each objective ranging from extremely unsuited
(five), unsuited (four), neither suited nor unsuited (three),
suited (two) to extremely suited (one).

Following the pilot testing of the instrument, it was
administered to 15 driver education instructors and 15 people
composing a panel of national experts to derive ratings to
the performance objectives. A11 respondents were selected
using prescribed criteria. The Pearson product-moment
correlation coefficient was the statistical analysis used,
and mean scores determined performance objectives rated as

suitable by the two groups, individually and collectively.

Basic Assumptions

 

Two basic assumptions were made regarding this study.

1. All persons receiving the questionnaire had a
general understanding of performance objectives used in
curriculum development.

2. The survey respondents completing the question—
naire did so in an honest manner and did not attempt to

falsify their answers.

10

ORGANIZATION OF REMAINING UNITS

The first chapter dealt with the purpose of the
study, justification and pertinent theoretical information
including definition of terms and study design. The second
chapter deals with the review of related literature.
Included are discussions of the current methods and
techniques used in curriculum development and educational
planning, Michigan's accountability model, and various
literature concerning driver education accountability,
driver education curriculum guides from other states, and
recent research studies. Chapter 3 concerns the procedures
and research techniques utilized in conducting this study.
The analysis of data is presented in Chapter 4, and study
summary, conclusions, recommendations, recommendations for

future research, and discussion are discussed in Chapter 5.

Chapter 2
REVIEW OF LITERATURE

This chapter presents a review of literature
concerning curriculum development and educational planning
accountability model, and driver education accountability.

CURRICULUM DEVELOPMENT AND
EDUCATIONAL PLANNING

According to Popham, programmed instruction first
called for the assertion of explicit language in the writing
of educational intentions since measurable learner behavior
was desirable. The programmer could then devise a learning
sequence which was not heavily dependent on the teacher's
physical presence. Programmed instruction was a highly
empirical method of designed instruction as it provided
predetermined objectives against which the adequacy of one's
instructional efforts could be evaluated.

What marked the late fifties and the decade of the
sixties as unique was that performance objectives gained
increasing support in the educational community. College
and university educators perCeived the need for their
students to state educational outcomes in clearly explicit

terms. And in promoting the use of measurable performance

11

12

objectives, the programmed instruction movement should

receive principal credit.

In fact, Mager's original materials ultimately
published as Preparing Instructional opjectives,
was largely oriented toward the programmed
instruction movement. It subsequently won
acceptance by educators in the non-programmed
arena.

Instructional Modules

The present trend in curriculum development is
toward the aspect of instructional modules. They are being
used with increasing popularity in the field of driver
education. A relationship does exist between an
instructional module and a performance objective. One is
not complete without the other.

Behavioral objectives when properly constructed
identify what the student should achieve, but they
alone do not produce the desired changes in behavior.
The teacher must provide experiences which will
permit achievement of the objectives. One method
being employed in providing meaningful experiences
on an individualized basis is thrgugh the preparation
and use of instructional modules.

Instructional modules are largely based on

individual student needs. As a result, the student knows

exactly what is expected of him in the classroom phase.

The Highway Users Federation for Safety and Mobility

 

8W. James Popham, The Uses of Instructional
Objectives: A Personal Perspective (Belmont, California:
Fearon Publishers, 1973), P. 3.

9Highway Users Federation for Safety and Mobility,
Preparation and Use of Instructional Modules in Driver and
Traffic Safety Education TWashington, D. C.,: Highway Users
Federation for Safety and Mobility, 1970), p. ii.

 

 

13

indicated the following sequence for use of instructional

modules:

1. A pattern of modules appropriate for each student
is selected, with the expectation that the objectives
of the modules will be achieved to accomplish
satisfactory course completion. . . .

2. Modules should be issued to a student one at a
time in driver education. Depending on the design of
the module and the complexity of the objectives,
achievement of the module might take between an hour
and two weeks to achieve. . . .

3. The student then decides which activities he will
engage in to achieve the objective. . . .

4. When the student feels he is able to demonstrate
his achievement of the objective, he checks himself

by answering the sample test item associated with the
objective of the module, and answers any other items
that may have been provided him as a self-check . . .

5. Responses to the criterion test were reviewed, and
if the student reached or surpassed the level of
acceptable performance he is considered to have
completed the module. . . .

6. If a student does not complete a module satis-
factorily the first time he tries the criterion test,
he carries out more activities, the nature of which
depends on his needs. . . . 10

Performance Objectives

 

Performance objectives assist in the preparation of
efficient instruction. When clearly defined goals are

lacking, program evaluation is most difficult. According to

 

10Highway Users Federation for Safety and Mobility

l4

Mager, a performance Objective includes each of the
following concepts which are defined.

1. Performance (behavioral) terms — the use of
words that are explicit enough to avoid misinterpretation.

2. Terminal behavior - the kind of behavior that
will be accepted as evidence that the learner has achieved
the objective.

3. Conditions - defining the desired behavior
further by describing the important conditions under which
the behavior will be expected to occur.

4. Criteria - the acceptable performance which
describes how well the learner must perform to be considered
acceptable.11

According to Dr. Kent Gustafson, Instructional
Objectives Specialist, Michigan State University, there are
four components of a performance objective, using what he
terms an "ABCD" format. These include the following:

1. Audience - needs to specify to whom the
objectives are directed.

2. Behavior - needs to be observable, measurable
types of performance.

3. Conditions - needs to be a specific situation in

which the behavior is to be performed.

 

llMager, Preparing Instructional Objectives, p. 12.

15

4. Degree - needs to determine how well the
behavior is to be performed.13
While there is no hard, fast rule for determining the degree
of proficiency required of a student for mastery of each
objective, common sense, practicality, and the level of
criticality in relation to the driving task should be
important considerations.

Measurability and clarity are important consider-
ations for effective instructional and evaluative situations.
Some objectives are written using what Popham calls
"internal state" verbs, using the words of "identify,
write, and recite".

In general the evaluator should employ phases with
sufficient Specificity for the task at hand. Usually
that will mean more rather than less specific language.

. . . The reason why so many educators have

recently been advocating such goal statements is that
the reduced ambiguity of the objectives yields a
significant increase in the clarity needed both for
(l) deciding on the worth of the objective and (2) 13
determining whether the objective has been achieved.
This opinion is also held by Davies and Howell in their

books dealing with performance objectives. Davies said:

"There should be no room for any doubt about what an

 

12
Kent Gustafson, personal interview, December 19,
1974.

13
W. James P0pham, An Evaluation Guidebook (Los

Angeles: The Instructional Objectives Exchange, 1972) p. 13.

l6
objective means or implies."l4 Multiple interpretations are
likely to be the result when the kinds of tasks expected of
the learner are unclear. For example, educators could come
up with many different interpretations of the objective,

"The student will understand the meaning of Shakespeare's

significant passages." If an objective is to be communicated,

ambiguity and vagueness must be avoided. However, it is
foolish to imagine that by simply defining one's objectives
there will necessarily be an overall improvement in the
quality of educational experiences. Davies further stated
that:

Clearly defined objectives derived from a bad
syllabus will undoubtedly improve the overall
quality of teaching; they will also result in
teaching material which should not be taught
at all. For this reason, task analysis and
the writing of learning objectives must be
considered as complementary rather than
competing activities.

Canfield stated:

In visits with people experimenting with and
applying what they termed the 'instructional
systems' approach, they have without exception,
commented on their use of and dependence upon
the 'Magarian' approach to the specification of
objectives for instruction.16

 

14Ivor K. Davies, Competency based Learning:
Technology, Management and Design (New York: McGraw-Hill
Book Company, 1973), p. 77.

15

 

 

Davies, pp. 83-84.

16Albert Canfield, "A Rationale for Performance
Objectives," Audiovisual Instruction, XIII (February, 1968),
p. 127.

 

17

The writings of Mager and other proponents of
performance objectives tend to emphasize reliability, form,
and recognition, while avoiding the problems of writing,
derivation, and selection. Several have recognized selection
and value judgments as part of the problem, but then most
avoid the issue or consider it someone else's problem. As
Weaver said,
A good many current writers in the field seem rather
evasive on the subject of values: they admit that
the problem of values has to be faced; but then they
merely circle it and leave the specific values to
shift for themselves.

According to Weiner,

Our papers have been making a great deal of
American 'know-how' ever since we had the misfortune
to discover the atomic bomb. There is no quality
more important than 'know-how' and we cannot accuse
the United States of any undue amount of it. This
is 'know-how' by which we determine not only how to
accomplish our purposes, but what our purposes are
to be.18

Quite in contrast to the teacher's reluctance to state or
use Specification of learning outcomes, Bloom pointed out
is the rather avid use of specifications by persons working
with instructional technology and/or evaluation. Workers

preparing instructional materials seem to find it difficult

if not impossible to determine what to include in programmed

 

l7 .
. . . Richard M. Weaver, "Concealed Rhetoric in
Sc1emt1f1c Sociology," Scientism and Values, ed. Helmut

Schoeck and James W. Wiggins (Princeton, New Jersey: D. Van
thostrand Company, Inc., 1960), p. 58.

18 .
Norbert Wiener, The Human Use of Human Beings (New

York: Doubleday and Company, Inc., 1954), 183.

18

instructional material, computer assisted instruction,
education films, or other learning materials unless they know
precisely what is to be learned by students. Persons
constructing evaluation instruments to be used by more than

a single teacher or single school also find it difficult to

begin their work until a set of specifications are

19

provided. Tyler stated:

. . . if an educational program is to be planned and

if efforts for continued improvement are to be made,

it is very necessary to have some conception of the
goals that are being aimed at. These educational
objectives become the criteria by which materials are
selected, content is outlined, instructional procedures
are develo ed and tests and examinations are

prepared.2

Sullivan suggested 11 considerations for the
educational planner in selecting and using performance

objectives.

1. It is really important for the student to possess
the skill stated in the objective?

2. Does the student already possess the skill stated
in the objective?

3. Is the skill or attitude teachable?

4. Should I set performance standards?

 

19Benjamin S. Bloom, "Some Theoretical Issues
Relating to Educational Evaluation," Education Evaluation:
New Roles New Means, The Sixty-eighth Yearbook of the
National Society of Education, Part II (Chicago: University
of Chicago Press, 1969), p. 27.

20Ralph W. Tyler, Basic Principles of Curriculum and

h

Instruction (Chicago: The University of Chicago Press, 1950
p. 3.

 

S l

. . E .Li 1 RU~ S .71 r t e Tu.

0 9 CL 3; e e S .1 .1 1C. 0
C h a a R r U a mu a Ma H“.

 

TIRE/r. i

 

19

5. Is the student given the information he needs in
order to attain the objective?

6. Do the instructional objectives provide direct
practice on the objective?

7. Does the learner possess the prerequisite skills
necessary to attain the objective?

8. Should there be alternative instructional methods
for the objective?

9. Are the instructional activities potentially
appealing?

10. Does the planned assessment measure the skill
stated in the objective?

11. Does the importance of the objective justify
the estimated time and expense?

Conscientious use of the 11 questions discussed above will
help both the teacher and instructional designer select
appropriate performance objectives and design effective,

appealing instruction.

Related Curricula and

Design

This section is divided into two areas: related

 

research studies using performance objectives and studies
using the Pearson product-moment correlation coefficient as

a research design.

Related curricula. Recent research studies dealing
with the suitability of objectives for educational programs

are limited in number. Most dealt with general goal

 

21 . . .
Howard J. Sullivan, ConSiderations in Selecting

apd Using Instructional Objectives (Los Angeles: Instruc-
tional Objectives Exchange, 1973), p. 2.

20

statements rather than Specific objectives for a course.

The following studies are considered by the writer to be a
good portrayal of the available literature on the subject of
performance objectives in other disciplines.

Nord critically analyzed the concept of educational
objectives through an extensive review of the literature to
answer four basic questions in his doctoral thesis. The
four questions included: 1. Is there a real need for
objectives in education to be prescribed and explicitly
described? 2. If so, what is the position of the
educational technologist with regard to prescribed and
explicitly stated objectives? 3. What is the role of the
educational technologist in helping to determine what
objectives should be prescribed and explicitly described?
4. What is the role of the educational technologist in
helping to determine how the objective prescribed should be
explicitly stated?

An analysis of the first question brought out the

influence of philosophical biases on the need for objectives.

Contextual distinctions were indicated. From this it was
concluded that the educational techonologist who works

primarily with "predesigned" instruction utilizing

"criterion-referenced" testing, needs to work with prescribed

and explicitly described objectives.
An analysis of the second question introduced a

(iistinction between the curriculum technologist who was

concerned primarily with the what question of education; and

43'.

21

the instructional technologist who was concerned primarily
with the he! question of education. It was concluded that
the former was in the position of working toward prescribed
and explicitly stated objectives using relevance as the
criteria, while the latter was more in the position of
starting with prescribed and explicitly stated objectives
as given.

In analyzing the third question, it was concluded
that the primary role of the curriculum technologist was to
formalize the policy making process. To illustrate the
role, key concepts in the curriculum development process
were identified, and selected techniques for use in the
formulation of the process were introduced. It was
concluded that the role of the curriculum technologist was
primarily concerned with evaluation and only secondarily
with research.

The fourth question concerning the description of
objectives was analyzed using three primary dimensions:
form, explicitness, and level of decision making. It was
concluded that an organization of objectives indicated
both a description of the individual objectives, and their
interrelationships was perhaps the most appropriate format

of description to insure reliable communication of

meaning.22

 

2 .
. _ James Richard Nord, "An Exploratory Study into the
Criteria by Which Educational Objectives may be Evaluated:

{Sgppblished Doctor's thesis, Michigan State University,

22

Nutter researched the complication and evaluation of
instructional objectives for introductory geology courses in
selected institutions throughout the United States. He noted
that goals or objectives are essential to an effective pre-
designed course of instruction, such as the audiotutorial
approach, so that students and others will know exactly what
is being taught and upon what the evaluation is based.
However, objectives have not always been given serious
attention by the developer of predesigned instruction in the
area of geology. Reasons for omission of objectives were
sought, as well as relationships between objectives and
effectiveness of the courses. Any other factors that had an
effect on the development of objectives were noted.

The objectives from the schools were studied and
evaluated mathematically based on completeness in
conjunction with Mager's concept of a performance objective.
None of the institutions of higher education had their
objectives written completely in performance terms, yet
objectives were shown to be a necessary ingredient in the
effective development of predesigned instruction. Schools
that exhibited negative attitudes toward such development
were those that had been unsuccessful or less than

enthusiastic about such renovation and were invariably

23

those who had not formulated objectives to give to their

students.23

Albracht investigated the vocational competencies
needed for the performance of the sales function in the feed
industry, and the loci at which the competencies should be
taught. The process used in his study incorporated four
factors: the use of an industry function in identifying
vocational competencies; identification of all vocationl
competencies, and loci at which the competencies could be
taught; the use of the regional survey; and the use of a
combined industry-education jury.

The five top rated competencies for performance of
the sales function included: thoroughly understands his
company's feed product, understands the importance of
personal sales traits and pleasing personality, ability to
greet customers and study their needs, understands feeding
practices and programs used in the community and ability to

classify and cope with different types of customers.24

 

23Neill Hodges Nutter, "The Compilation and
Evaluation of Instructional Objectives for Introductory
Geology Courses Taught by the Audio-Tutorial Approach At
Institutions of Higher Learning in the United States",
{ggpublished Doctor's thesis, Michigan State University,

4James Joseph Albracht. "A Process for Determining
Vocational Competencies for the Performance of Essential
Activities by Sales Personnel in the Feed Industry, and the
Loc1 at Which the Competencies Could be Taught" (unpublished
Doctor's thesis, Michigan State University, 1966).

24

Hildreth investigated what driver education teacher
preparation institutions and high school driver education
courses should offer concerning preventive maintenance as
determined by teacher preparation instructors and
representatives of the automobile industry. It was
concluded that general information- related to automobile
maintenance, preventive maintenance and symptoms of
mechanical malfunctions, and information in the car owner's
manual should be taught as well as determining when an
automobile need service. The majority of respondents also
indicated a high priority for instruction dealing with the
parts of the automobile, if not properly maintained, would

contribute to an accident.25

Related design. The following studies used the

 

Pearson product-moment correlation coefficient statistical
analysis.

Carter investigated the relationship between
Progressivism and Traditionalism, and the range of
behavioral objectives teachers consider important for
student achievement. The basic issue was whether or not
there was a relationship between the teacher's attitudes
and the importance attached to the six taxonomic levels in

the cognitive domain and the five taxonomic levels in the

 

25 . .

. Eddie Hildreth, Jr., "A Survey for Identifying
.Autommbile Preventive Maintenance Instructional Material for
Teacher Preparation and High School Driver Education

Curriculums" (unpublished Doctor's thesis, Michigan State
University, 1972).

'1

25

affective domain. The three instruments used to obtain the
data included the Education Scale VI to measure
Progressivism and Traditionalism; 130 behavioral objectives
selected by the investigator from five published sets of
intermediate level social studies objectives (grades 4-6);
and a biographic questionnaire. One of the analyses
included the Pearson product-moment correlation coefficient
to determine the degree of relationship between the teacher
attitude scores and the ratings given the objectives.26
Comparing student performance in the operation of
Specified audiovisual equipment prior to and at the conclusion
of a self-instructional program was the purpose of Correll's
study. An additional purpose was the comparison of student
post test performance with the student charateristics of
personality traits, mechanical reasoning abilities, and
student abilities.27
Following the pilot testing, pre and post tests were
adminiStered to the sample population. The Pearson product—

moment correlation coefficient was one statistical analysis

used to determine the amount of correlation, if any, existing

 

26
Larry George Carter, "The Relationship Between

Teacher Attitudes Toward Education and Teacher Ratings of

Selected Behavioral Objectives for Elementary Social Studies"

{ggppblished Doctor's dissertation, University of Michigan,
27 .

Lou Perkins Correll, "Correlation of Student
.Attitudes, Mechanical Reasons, and/or Personality Factors
‘with.Performance Ability in Operating Specified Audiovisual
Equipment Through Self-Instruction" (unpublished Doctor's
<dissertation, East Texas University, 1974).

26

between each of the student characteristics and post test
scores at the .05 level of significance.

The determination of a positive correlation between a
child's use of Black dialect speech and the child's perception
that dialect speech is bad as well as the fact that dialect
speech does not interfere with the child's ability to
identify words written in traditional orthography was the
purpose of May's investigation. Speech patterns of 60
second grade children in three classes of a low socio-
economic neighborhood Of New York were examined. The Pearson
product-moment correlation coefficient was the statistical
analysis used (p<.05).28

Nielsen investigated the appropriateness of using
mathematical mini-lessons as a means of measuring teacher
effectiveness. His research dealt with answers to: l) the
correlation between teacher efficiency (measured by pupil
achievement scores) on an initial lesson taught and teacher
efficiency in a long-term teaching task using multiple
lessons; 2) the correlation between teacher efficiency on an
initial lesson and traditional evaluations of teaching
efficiency made by master teachers; 3) the correlation

between pupil achievement on a single mini-lesson and pupil

 

28 .
Luberta Fields Mays, "Black Children's Perception

(If the Use of Their Dialect" (unpublished Doctor's
(iissertation, Columbia University, 1974)

WE“!

27

attitude; and 4) the correlation between pupils' evaluations
of their teacher and pupil achievement on a single mini-
unit.29

Correlations between pupil achievement on an initial
lesson and pupil achievement on a long-term task at the
primary and middle levels were significant. The Pearson
product-moment correlation coefficient was used to determine
the correlation between pupil achievement and pupil attitude
at the primary level.

Papandrea investigated the effects of a learning
laboratory program on academic achievement and self-concept
of community college freshmen who were in the lowest quintile
of their high school graduation class. The dimension of
academic achievement was assessed through the use of the
Purdue High School English Test, McGraw-Hill Basic Skills
Systems-Reading Test, and the Arithmetic Inventory Test.

The Tennessee Self-Concept Scale was used to assess self-

concept. The Pearson product-moment correlation coefficient

was one statistical analysis used with the .05 level of

significance determining the retention or rejection of

hypothesis.30

29 .
Donald Aller Nielsen, "Mathematical Mini-Lessons:

A Means for the Measurement of Teacher Effectiveness:

(unpublished Doctor's dissertation, University of California
at Los Angeles, 1974).

30 .
. John Michael Papandrea, "The Effectiveness of a
Remedial Program on the Academic Low-Achiever in a Community

College" (unpublished Doctor's dissertation, Northern
Illinois University, 1974).

28

WOjcik investigated whether or not student
achievement and student self-esteem can be improved through
the Skill Development Class and if there exists any
relationship between teacher attitude and student achievement,
self-esteem and teacher personality, and student achievement
and self-esteem. Students in a selected Detroit grade school
were the participants composing the experimental and control
groups. The data pertaining to the relationship between
teacher attitude and student achievement, self-esteem and
teacher personality, and the student achievement and self-
esteem were analyzed using the Pearson product-moment
correlation coefficient. The .05 level was used for inter-

preting and evaluating the significance of the findings.31

Driver Education
Textbooks and
Curriculum Guides

 

The following secondary and university driver
education textbooks and curriculum guides from other states
‘were the primary sources used by the writer in formulating

the extensive classroom and laboratory objectives.

Driver education: learning to drive defensively.
The authors of Driver Education: Learning to Drive

Defensively designed their textbook to provide a positive

 

approach to driving and toward the other driver as crucial

31Robert E. Wojcik, "Self-Esteem and Academic
Achievement of the Skill Development Student in an
Elementary School" (unpublished Doctor's dissertation,
‘Wayne State University, 1974).

29

aspectsof better driving. Three basic elements of driving
were explored: the driver, the automobile, and highway
engineering with primary emphasis being focused on the
driver and his assuming appropriate responsibilities.

The content of the book was centered around six
units. The first unit included the traffic accident problem,
the privilege to drive, psychological factors of drivers,
physical fitness, and alcohol and drugs. The second unit
focused on the car with chapters dealing with purchasing,
insuring, and maintaining the automobile. Unit three
included natural and man made forces as well as the need to
observe and enforce traffic laws. The fourth unit included
the basic skills needed for driving: instrument panel,
stopping, starting, power cycles and bicycles, and defensive
driving. Advanced driving skills (city and highway traffic,
adverse conditions, and special driving situations) were
contained in unit five, and planning for the future of
32

traffic safety was dealt with in the sixth unit.

Driving: a task-analysis approach. Driving: A Task-

 

Analysis Approach is one of the newest textbooks available
for secondary driver education programs. It was heavily
correlated with the Resource Curriculum in Driver and
Traffic Safetnyducation in terms of its organization,

content, and language. The book was divided into three parts

 

32
Marland K. Strasser, John R. Eales, and James E.

Aaron, Driver Education: Learning to Drive Defensively
(River Forest, Illinois: Laidlaw Brothers, 1973).

30

("Becoming a Competent Driver", "Your Responsibilities in the
Highway Transportation System", and "Operating Special Class
Vehicles") with the 11 units including "Driving in the
Highway Transportation System", "Regulating the Driver",
"Routine Driving Maneuvers", "Sensing and Identifying",
"Predicting, Deciding and Executing", "Performing in Traffic
Situations", "Personal Readiness", "Vehicle Readiness and
Trip Planning", "System Failure and What You Can Do", "The
Motorcycle" and "Other Recreational Vehicles."33
Each unit began with an overview of what is included
in the unit and was followed by the learning outcomes each
student is expected to accomplish. All the outcomes were
stated in measurable performance terms, such as explaining
what a system is or describing various procedures for
different maneuvers. Following the content section of the
unit, numerous learning activities were included to help
the student achieve the desired learning outcomes. This was
followed by a short post test in which the student can test
his competencies regarding the particular unit of study.

Let's drive right. ‘The fifth edition of Let's Drive

 

Right was written by Maxwell Halsey, Richard Kaywood and
Richard Meyerhoff. The units were organized on a task
analysis approach with the material in the previous part a

prerequisite for insuing parts. Part I was concerned with

 

3 . .

3Richard W. Bishop, Robert M. Calvin, and Kenard
McPherson, Driv1ng: A Task- Analysis Approach (Chicago:
Rand McNally and Company, 1975).

r—"‘1_

31

the driving task. Chapters included "The Driving Task",
"Learning Basic Car Control", "Maneuvering a Car",
"Controlling a Car within Natural Laws", "Observing Laws,
Signs, and Signals". Part II, "Defensive Strategy Wherever
You Drive", included perception and communication with other
drivers; defensive driving tactics; following and meeting
traffic in a variety of situations; intersections and turning;
pedestrians, bicyclists, and motorcycles. The third part,
"Defensive Tactics for Certain Environments", included
driving in cities, towns, on highways, expressways, under
adverse conditions, and meeting unexpected emergencies.
"Understanding Alcohol and Drugs", "Controlling Your
Emotions and Attitudes", and "Qualifying Physically", were
the three chapters in Part IV, "When You Are the Driver".
Part V, "Traffic Citizen Responsibilities", covered
automobile maintenance, car ownership, the traffic safety
program, and safety reminders.34
The material was correlated with the Resource
Curriculum in Driver and Traffic Safety Education regarding
the task analysis approach. A large portion of the book was
devoted to driving which the authors concluded is its reason
for publication. Reading Specialists have reviewed the

material to insure greater understanding by the majority Of

 

34 .
Maxwell Halsey, Richard Kaywood, and Richard A.

Meyerhoff, Let's Driver Right (5th ed.; Glenview, Illinois:
Scott Foresman and Company, 1972).

32

students. Learning activities also coincided to make them

adaptable by the majority of students.

Sportsmanlike driving. The American Automobile
Association is one of the pioneer organizations in the traffic
safety field. Their 1970 publication of the textbook
Sportsmanlike Drivipg, is the sixth edition. The intent of

Sportsmanlike Driving was to provide those driver education

 

teachers instructing in a minimal program of 30 hours of
classroom instruction and six hours of laboratory instruction
an opportunity to involve their students in independent

study beyond the constraints of the program. The authors
believed the content is comprehensive enough to permit
outside involvement initiated by the teacher. Secondly,

the comprehensive coverage allowed those programs operating
beyond the "30 and 6" program an Opportunity to use all or

35

majority of the material in the book.

The ultimate goal of Sportsmanlike Driving was the

 

development of the driver-citizen. This is to be
accomplished through the book's two parts: "Getting Ready to
Drive" and "In the Car". Part I included "The Driver" (the
young driver, fit to drive, vision and hearing, and alcohol
and drugs), "Controls and the Driver" (natural laws, stopping

the vehicle, and man made laws), "Operation of the Motor

 

35 . . .
American Automobile ASSOCiation, Sportsmanlike

ggiging (6th ed.; St. Louis: McGraw-Hill Book Company,

 

33

Vehicle: (the open road, city traffic, freeway driving, and
adverse conditions), "The Road and Traffic" (traffic
engineering, financing the highways and professional
drivers), "The Car" (automobile maintenance, operation,
buying and insuring the automobile). Part II included "You
in Control" with the two-wheeled vehicle, automatic and
standard gearshifts, car maneuvers, and advanced driving

being the major topics.

Tomorrow's drivers. The purpose of Tomorrow's

 

 

V"-"'3

Drivers was to help beginning drivers prepare for their role
in the highway transportation system. Because of the
nation's high dependence on the transportation system, the
authors hoped to equip future drivers with knowledge and
skills needed for safe and efficient operation in the
system.36

The text contained 14 units which are: "Legal
Requirements of Driving", "Laws of Nature and Driving",
“The Mature Driver", “Physical Fitness of the Driver",
"Indicators, Controls and Safety Equipment", Starting,
Moving, and Stopping the Car", "Maneuvering the Automobile",
"Driving Strategies", "Driving in Traffic", "On Highways
and Expressways", "Handling Difficult Driving Conditions

and Vehicle Failure", "How the Automobile Operates",

"Buying, Insuring, and Maintaning the Automobile", and

 

. Joseph G. Pawlowski and Duane R. Johnson, Tomorrow's
Drivers (Chicago: Lyons and Carnahan, 1971).

 

34

"Supporting Traffic Programs". A separate unit was included
on riding a motorcycle for those instructors desirous of
incorporating motorcycle education into the program. Each
unit included words and terms, key ideas, and a short test

following the content section.

Driving task instruction: dual-control, simulation,

and multiple car. The authors of Driving Task Instruction:

 

Dual-Control, Simulation and Multiple Car, James E. Aaron F

:-- .

and Marlan&Strasser, have attempted to design a college and

fll.‘ i
A-

university textbook stressing the importance of the
laboratory phase. The overall objective was to acquaint the
student with the various phases of laboratory instruction and
how they are related to the driver education curriculum.
This was accomplished through five parts.37

Part I dealt with the importance of the laboratory
phase, anticipated student experience, the need for stressing
good visual habits, and the driving task. Part II was
devoted to the dual control (in-car) phase of laboratory
instruction. It included a discussion of the objectives,
materials and equipment, the student-teacher relationship,
lesson plans, suggested learning activities, and observation
time. Simulation programs were discussed in Part III.
Discussed was the purpose of simulation, various systems

available, suggested activities, teaching techniques, and

 

7

James E. Aaron and Marland K. Strasser, Drivin
Task Instruction: Dual-Control, Simulation and Multi le Car
(New York: Macm llan Publishing Company, Inc., 1974).

35

resources. Part IV was devoted to the multiple car or I
driving range program. As with the previous units, various
aspects of instruction, materials and equipment, and
suggested learning activities were discussed. Part V
discussed methods of extending the driver education
laboratory phase and administrative considerations. Topics
included motorcycle education, handicapped youth, scheduling
and coordinating the program, and evaluative considerations

for teachers and students.

 

Colorado traffic safety education guide. The

 

Colorado Traffic Safetijducation Guide was developed after

 

a review of existing driver education curriculum guides
throughout the country. Major input was from Driver

Education for Illinois Youth and the Washington Traffic

 

 

Safety Education Guide. A driver education advisory
38

 

committee also gave assistance.
Section I included the organization, administration,
and supervisory responsibilities involved in offering the
driver education program. An introductory portion dealt
with the role of the instructors, administrators, and board
of education. This was followed by definitions, course
requirements, teacher certification, automobile agreement,
parental involvement, and program evaluation. The driver

and traffic safety curriculum was contained in Section II. The

 

38
Colorado Department of Education, Colorado Traffic

iggity Education Guide (Denver: Department of Education,

 

36

relationship between education and the highway transportation
system, curriculum alternatives, the driving task, criteria
for acceptable performance objectives, action verbs, and the
advantages of using performance objectives were discussed.
Section III included the actual units of instruction.
They were: the highway transportation system, basic control
tasks, stored information, human functions, traffic flow
tasks, factors influencing operator performance, vehicle
readiness, critical situation tasks, highway accidents,
and membership in the highway transportation system.
Section IV included an appendix of films, filmstrips
reference materials, sources of equipment, and sample forms

and letters.

Driver education for Illinois youth. The Illinois

 

publication was written largely for school administrators
and teachers. Section I included administrative aspects of
the program: when to offer the course, program organization,
enrollment, reimbursement, teacher requirements, motorcycle
education, and driver education for the handicapped. The
second section included the curriculum aspects of the
program. They included the highway transportation system,
driving task, performance capabilities, habits and skills
for Operations and maneuvers, driving strategies, driver

responsibilities, alcohol and other drugs, traffic law

 

37

enforcement, post crash procedures, and selection, inspection,

and maintenance of the automobile.39

Indiana driver and traffic safety education

resource guide. The major goal of the Indiana Driver and

 

Traffic Safety Education Resource Guide was to "minimize,

if not eliminate entirely, occurrences which result in

"40

damages, injuries and fatalities. The Resource

Curriculum in Driver and Traffic Safety Education served as

 

a model for the general format of the guide. The initial
section dealt with administrative and organizational concerns
for the school superintendent, principal, and curriculum
coordinator. Classroom, simulation, off-street multiple

car driving range, and behind-the-wheel were the remaining
phases. A brief synopsis of each follows.

The classroom phase was divided into Six units
covering the required competencies of the driving task:
orientation tasks, basic control tasks,, critical situations,
the collision environment, readiness tasks, and societal
obligations. Each unit was preceded by a general objective
stating the collective and individual proficiency for which

the instructor is responsible. Each unit was divided into

 

. 39Illinois Department of Public Instruction, Driver
Education for Illinois Youth (Springfield: Department of
Public Instruction, 1972).

40 . .
- Indiana Department of Public Instruction, Indiana
Driver and Traffic Safety Education Resource Guide

(Indianapolis: Indiana Department of Public Instruction,
1974), p. iii.

T‘“—"‘1

38

episodes with Specific titles representing an arrangement

so that each student will arrive at an acceptable entry level
proficiency for "real world" driving. Performance
objectives, written in measurable terms, were also included.
Each instructor should capitalize on those most effective in
reaching desired student outcomes.

The simulation phase used a different format than the
other sections so that the content may be correlated with the
curriculum content of the simulator lessons. Simulation was
defined, and ways of adapting it to various programs were
included. It was recommended that school districts wishing
to incorporate simulation into the program contact the
driver education consultants from the Department of Public
Instruction.

The off-street multiple car driving range phase was
considered one of the more practical phases with immediate
carry-over. Pre-starting and basic control tasks, turns and
interacting with traffic, X and Y turn or 3-point turn, angle
and parallel parking, passing and being passed, high speed
serpentine maneuvers, blowout control, controlled braking,
evasive maneuvers, off road recovery, and skid control were
the main episodes with pre-starting and basic control tasks
through passing and being passed considered for basic skill
development and high speed serpentine maneuvers through skid
control considered for advanced skill development.
Performance objectives, student responses, and teacher

action were provided for each episode.

"3

39

The behind-the-wheel phase was written in an attempt
to coordinate the classroom and laboratory phases. Emphasis
was placed on demonstrating those Skills and behaviors
discussed in the classroom phase. The episodes included
orientation to gauges and instruments and preparing to move
the vehicle; basic skills in moving the vehicle forward;
basic skills in moving the vehicle backward; orientation to
on-street driving — scanning for, recognizing and responding
to obstacles; reduced-risk maneuvers in light to moderate
traffic; parallel and angle parking; passing; emergencies:
perception and responses in Simulated situations; strategies
for street and highway traffic; Strategies for Special
conditions; formal evaluation, self evaluation, and planning

for future improvement.41

Traffic education instructional programming for

 

Montana schools. The Traffic Education Instructional

 

 

Programming for Montana Schools was designed for adminis-

 

trators and teachers. The basic content was developed
through a two-week summer workshop sponsored by the
Department of Public Instruction. The overall performance
objectives or goals for traffic education in Montana were:
A. The student can demonstrate proficiency in
driving tasks under varying road and traffic
conditions.
B. The student can select and apply, in various

traffic situations, learned information concerning
traffic laws and regulations, vehicle dynamics.

 

1 .
Indiana Department of Public Instruction.

3‘

40

and highway environmental factors.

C. The student can demonstrate decision-making
capabilities required for competent Operation
in a variety of highway environments under
existing conditions.

D. The student can define the variety of psycho-
logical, social, and physical factors which
influence driving and develop personal habits
to minimize ineffective traits and habits.

E. The student will analyze and select programs
and systems of traffic management that will
provide effective benefits to the user of the
highways.42
Classroom instruction consisted of "Basic Performance

Tasks", "Traffic Interaction Tasks", "Critical Driving
Tasks", "Traffic Environment Tasks", "You and Other Driver
Tasks", "Crash Reduction Tasks", and "Improving Driving
Condition Tasks". The laboratory phase consisted of "Basic
Control Tasks", "Traffic Interaction Tasks", "Special
Maneuver Tasks", "Traffic Environment Tasks", and "Critical

Situation Tasks". Pre and post assessment tests as well as

individualized learning guides were included.

Traffic safety education guide. The Washington
Traffic Safety Education Guide was designed to assist
teachers in the development, expansion, and improvement of
competency based traffic safety education programs. It was
believed that the school is the ideal place to prepare

students for future involvement in the traffic transportation

 

. Montana Department of Public Instruction, Traffic
Education Instructional Pro ramming for Montana Schools
(Helgnz: Montana Department of Public Instruction, 1973),
PP- ‘ -

 

41

system as operators. Consequently, the guide was divided
into five parts that will help teachers of traffic safety
education in meeting this goal.

Part I was concerned with the rationale behind the
current traffic safety education program in Washington.

This also included the relationship between education and
the highway transportation system, curriculum alternatives,
and objectives for the program. The general goal of the
driver education program in Washington was: %
. . . to prepare students with the essential .
operator comptencies needed to drive motor
vehicles on the public streets, roads and
highways, and to develop potential for growth
as a competent and responsible participant in
the highway transportation system in both
operator and non-operator roles.

Traffic safety concepts composed Part II. The four
basic concepts were the driving task, human functions, factors
influencing driver performance, and membership (Operator and
non-operator) requirements. A series of diagrams was
included so the reader may visually increase his
understanding of the complex interaction between man,
machine, and system.

Part III contained the characteristics of the
instructional program to assist in guiding teachers. The

three chapters included program components, development of

performance objectives, and unit and course sequence.

 

43 .
. Washington Department of Public Instruction,
Traffic Safety Education Guide (Olympia: Washington
Department of Public Instruction, 1973), p. 10.

 

42

Program components included the unit overview, instructional
purpose, topics, performance objectives, and student
activities. The performance objectives chapter included a
discussion of objectives stated in the cognitive, affective,
and psychomotor domains with a list of "action verbs"
included to demonstrate the need for specificity in defining
the student behavior. According to the Washington safety
consultants, performance objectives are useful for the
following reasons:

. . . (l) motivating the students, (2) helping

teachers and researchers evaluate content and

process as a means to curriculum improvement,

and (3) creating a better understanding of th 4

nature and scope of traffic safety education.
The unit and course sequence included: "Introduction to the
Highway Transportation System", "Basic Control", "Stored
Information for the Operator", "Human Functions", "Traffic
Flow", "Factors Influencing Operator Performance", "Critical
System Tasks", and "Membership System Interaction".

Part IV dealt with learning transfer and the
activities that best facilitate student learning. Transfer
of learning is affected by amount of time between
acquisition of knowledge and application, subordinate skills,
learning of lower level Skills prior to the learning of
higher level skills, individual capabilities, scheduling,

facilities, administrative considerations, and available

manpower. Part V included the use of simulated instructional

 

44 . .
Washington Department of Public Instruction, p. 34.

‘1

g5 Iii-up. . A.“

43

facilties. Their definition, guidelines for usage, and

. 45
resources were included.

ACCOUNTABILITY MODEL

The accountability model consists of six steps as
developed by the Michigan Department of Education. Its
purpose was to provide an improved delivery system for

teachers. An explanation of each step follows.

Common Goals

 

Via a 1970 Advisory Task Force, 22 goals were
established for an educational system's adaptability to
society. Members appointed to the task force consisted of
students, lay citizens, and educatorsfor all levels. Their
recommendations were approved by the State Board of Education
and published as The Common Goals of Michigan Education.
Local school districtsmay adopt the common goals or develop

their own based on their preparation of youth for society.

Performance Objectives

 

The development of statewide minimal performance
objectives began in 1971. These were developed in the basic
skill areas consisting of pre-primary, science, health,

music, physical education, social studies, math, art, and

communication Skills.

 

Washington Department of Public Instruction.

44

Referent groups were organized to develop the initial
drafts. Michigan educators throughout the state critiqued the
objectives, and revisions were made. Following this process,
the performance objectives were reviewed by the Grade Level
Commissions and the Elementary and Secondary Council. The
former is composed of teachers, parents, administrators and
students while the latter consists of professional educators
representing educational organizations and institutions of
higher education. After approval by the State Board of
Education the performance objectives were disseminated in

the field.

Needs Assessment

 

With goals and objectives developed, the third step
consisted of determining the target group not meeting
specified objectives. The State assessment program has been
used measuring student progress in the areas of math and
reading. Through the 1973-74 fiscal year, instructional
Specialists developed assessment items in the seven areas
not covered by the statewide assessment tests. These will
be pilot tested to determine their feasibility for statewide

use .

Delivery Systems

Analysis

Based largely on the needs assessment, the department

 

is concerned with methods of best achieving its goals and

objectives for children. Viable solutions include

.a

45

year-round schools, performance contracting, student
financial assistance, demonstration schools, and neighborhood

education centers.

Evaluation and Testipg

In order to determine the effectiveness of the above
steps, they must be evaluated. If the results prove
significant in a positive direction, steps should be taken
to implement them on a broader basis.

Recommendations for
Improvement

 

 

If specific results appear Significant,
recommendations should be made to the State Board of
Education and local school districts. The process of

these steps is then internalized by others.
DRIVER EDUCATION ACCOUNTABILITY

In recent years, accountability in driver education
programs has become increasingly prevalent. Such factors as
increasing program costs, teacher salaries, regular school
day programming, and increased certification requirements
have contributed to this. According to Seals, driver
education teachers are obligated to Student enrollees and are

accountable for measurable results to the taxpayers via

46

selected and appointed officials.46 Related to this,
Weaver stated:

Driver education teachers also point out that
while they are likely to be the ones held accountable,
they often do not have the resources or authority to
alter policies or practices which must be changed if
improvements are to come about. They cannot, on their
own, buy materials, hire consultants, assign pupils,
or initiate new curricula, yet these steps are often 47
necessary if a change in the program is to take place.

Many teachers feel that the implementation of an
accountability model, such as Michigan's, will result in
their being responsible for the entire learning outcome.
Driver educators are aware that they have little effect over
a student's learning environment as compared to the family
and peers. Thus, identifiable and measurable learning
outcomes do raise increasing concern. Weaver also stated
the following as successful characteristics of an
accountable driver education product:

1. The nature and extent of the student's
performance is clearly and reaiiStiCally defined. . . .

2. The individual or group who is accountable for
the instructional system has a sizeable measure of
control over the educationalpprocess, the resources
required, and the means and methods of evaluation . . .

3. In-service education is an important part of
implementing the system approach . . . .

 

4 .. _

. 6Thomas A. Seals, "Accountability in Driver
Education," Journal of Traffic Safety Education, XIX (July,
1972), P. 11.

47
. Jack K. Weaver, "A Systematic Approach to Driver
Education Accountability," Journal of Traffic Safety
Education, XX (April, 1973). P. 25.

47

4. Instituting the systems approach requires the
establishing of new relationships and taking on new
ifiStructional roles.48

 

Resource Curriculum

In 1970 the Automotive Safety Foundation published
the Resource Curriculum in Driver and Traffic Safety

Education. Dr. Richard W. Bishop was appointed study

 

director to determine what learning activities were
associated with the driving task. Stated explicitly, the

task was:

. . . determining the cognitive, affective and
psychomotor learning involved in desirable driver
performance . . . and developing a curriculum to
produce such performance.
An advisory committee, composed of specialists in curriculum,
driver education, research, traffic engineering, police
traffic services, and other traffic related disciplines, was
selected to develop a plan of excellence for the driver
education curriculum guide. The structure was based on
the kinds of tasks that a vehicle operator would perform
related to driving and traffic safety. These included an
introduction to the highway transportation system, on-

highway tasks, readiness tasks, and improvement tasks.

A discussion of each section follows:

 

48Weaver, pp. 25-26.

49 . .
. . Automotive Safety Foundation, Resource Curriculum
in Driver and Traffic Safety Eduction (Washington, D.C.:
Automotive Safety Foundation, 1970), p. iii.

 

48

Highway transportation system. The basic premise
behind an introduction to the highway transportation system
was that any vehicle operator ought to be aware of all its
components. Included in this discussion were the
characteristics of a system, the major components of the
highway transportation system, and the criteria used to
evaluate the overall performance of the highway
transportation system. The requirements and purpose

of the driving task as well as the membership requirements and

 

responsibilities for operators and non-operators were also
included.

On-highway tasks. The section dealing with on-

 

highway tasks included four units: basic control tasks,
interacting with other highway users, critical situations,
and controlling the consequences of highway collisions.
Basic control tasks included those maneuvers necessary for
vehicle operation in light traffic under teacher supervision,
e.g., directional and Speed control, starting, and stopping.
Interacting with other highway users included proficiency of
human functions (identify, predict, decide and execute)
which are needed for interaction with other highway users

in various environmental situations. The ability to cope
with critical situations was the purpose of the third unit.
Correct conditioning and responses, coping with loss of
traction, and vehicle malfuncions and failures were the

types of techniques taught under Simulated conditons.

49

Controlling the consequences of highway collisions involved
acquainting the student with his moral, legal and financial

responsibilities associated with driving.

Readiness tasks. The central purpose behind the

 

readiness tasks section was that personal and vehicle
readiness are paramount to trip planning capabilities.

With such a mobile society, these two factors cannot be
overlooked and are interwoven in the three units: operator

fitness, vehicle readiness, and trip planning. Operator

‘IFZ’nnfiifi '1

fitness included a discussion of the mental, psychological,
physiological, and physical factors affecting operator
performance and a consideration of methods and techniques
to minimize the hazards associated with the driving task.
Vehicle readiness involved prerequisite knowledge (basic
machine Operation)which is fundamentally necessary and
vehicle management-selection and maintenance (ownership
responsibility, automobile selection, and preventive
maintenance). Trip planning contained considerations for
long and short trips, Special equipment, route selection

factors, and a pre-driving inventory.

Improvement tasks. The improvement tasks section
identified ways for the student to improve his own
competencies as a vehicle Operator and to support efforts
for improving the overall system. The self-improvement
unit included factors associated with risk taking, peer

group pressure, various traits influencing driver

50

performance, and methods of compensation. The unit dealing
with system improvement included numerous forces dominating
the highway transportation system, e.g., traffic law
enforcement, traffic courts, traffic engineering, and a

discussion of their roles and responsibilities.

HumRRO

The Human Resources Research Organization, better
known as HumRRO, is an independent, nonprofit corporation
actively involved in the systems approach to the design,
develOpment, and evaluation of effective instruction. Four
research documents, resulting from National Highway Traffic
Safety Administration federal projects, have been developed
by HumRRO pertaining to driver education curricula and the
many driving tasks required of a driver in the highway

tranSportation system.

Driver Education Task Analysis, Volume I: Task
Descriptions contained a description of the behaviors
required of passenger car drivers, their levels of
criticality, and supporting behavioral information. The
on-road behaviors included basic control tasks, general
driving tasks, tasks related to traffic conditions, tasks
related to roadway characteristics, tasks related to the

environment, and tasks related to the car. Off-road

51

behaviors included pre-trip tasks, maintenance tasks, and
legal responsibilities.50 AS stated in the document:

The task desriptions respresent a form of technical
data that may only be applied to the development of
driver education objectives.. . . .

They place in the hands of interested persons probably
the most complete available inventory of the activities
that drivers are called upon to perform.5

The second volume, Driver Education Task Analysis,

 

Volume II: Task Analysis Methods, described the research
techniques used to develOp the 1,700 driving task behaviors
outlined in the first volume.52 (The 1,700 tasks were later
reduced to 1,500.)' To insure the comprehensiveness of
these driving tasks, the total highway transportation system
was reviewed including the driver, vehicle, roadway, traffic,
and natural environment. The researchers reviewed over 600

separate publications (textbooks, research reports technical

films) for the following types of information: system

 

50A. James McKnight and Bert B. Adams, Driver

Education Task Analysis, Volume I: Task Descriptions, U.S.
Department of TransportatiOn, National Highway Safety Bureau
Contract No. FH-ll-7336 (Alexandria, Virginia: HumRRO, 1970).
51McKnight and Adams, Driver Education Task Analysis
Volume II: Task Analysis Methods, U.S., Department of
Transportation, National Highway Traffic Safety Administration

Contract No. FH-ll-7336 (Alexandria, Virgina: HumRRO, 1970),
p. 4.

2 . . .
McKnight and Adams, Driver Education Task Analysis,
Volume II: Task Analysis Methods.

52

characteristics, driver behavior, criticality information,

knowledge, and skills.53
The driving tasks were then submitted to a panel

of 100 experts who were "knowledgeable in the needs of the

transportation system and familiar with the relationship of

individual driver behavior to these needs."54

They included
Specialists representing driver education, safety,

enforcement, licensing, and fleet safety.

Driver Education Task Analysis, Volume III:
Instructional Objectives contained driver education
instructional objectives that students should be able to
perform after completion of a beginning driver education
course and a series of tests to determine their degree of
achievement.55 The project advisory panel designated the
level of criticality for each category of the subject matter

objectives in relation to the driving task. Minimum levels

 

53McKnight and Adams, Driver Education Task Analysis,
Volume II: Task Analysis Methods, pp. 6-7.

54 . . .
McKnight and Adams, Driver Education Task Analysis,
Volume II: Task Analysis Methods, p. 16
. 55A. James McKnight and Alan G. Hundt, Driver
Education Task analysis, Volume III: Instructional Objectives,
U.S., Department of Transportation, National Highway Traffic

Safety Administration Contract No. FH-ll-7336 (Alexandria,
Virgina: HumRRO, 1971).

53

of acceptable performance were then established via their
level of criticality. The following standards were used.

Percent of Behaviors That

 

 

Criticality of Must be Performed
Behaviors Correctly

High 95

Moderately High 85

Moderate 70

Moderately Low 70

Low 5056

Using the above standards, a student would have to
successfully complete 21 of 30 road test Situations to be
considered qualified at the moderately low level or 26 of
30 situations to quality in moderately high driving
situations.

Table 1 depicts the level of criticality for each of
the 73 subject matter areas for the performance objectives.
Each subject had several categories resulting in several
levels of criticality per subject. Of the 223 responses
totaling all levels of criticality for the subject matter
areas, 13 percent of the subject categories were rated as
high in terms of their level of criticality for the
driving task. Those subject matter areas included
skid control; surveillance; urban driving; freeway driving;
car following; passing; entering traffic; lane changing;
pedestrians, cyclists, and animals; parked cars; being

passed; on-coming cars; overtaking; Special vehicles;

56McKnight and Hundt, Driver Education Task Analysis,
Volume III: Instructional Objectives, p. 4.

54

Table 1

Level of Criticality for Instructional
Objective Subjectss7

 

 

 

 

 

 

 

 

Level of Criticality
N = 223
Subject
N = 73 >‘ a
H H
o m m
u u u
o m m
a 2h: $33
9: '32: '3 83%
m ::m 2’ 223 A
Preparation x2* x4 x3 x3
Starting x1 x4 x1
Accelerating x2 x3
Starting on Grades x2
Steering - Lane Keeping x3 x2
Steering - Turning x4 x4
Speed Control x1 x1
Downshifting x1 x1
Stopping x3 x3 x3
Backing x2 x2 x3 x1
Skid Control x4 x4
Surveillance x1 x4 x6 x1 x1
Urban DriVing x1 x3 x3 x1
Highway Driving x3 x2
F . .
reeway DriVing x1 x4 x2 x1

*Numeral denotes number of categories per subject
with the same rating.

 

55

Table l (cont'd)

 

Level of Criticality

 

 

 

 

 

 

 

= 2
Subject N 23
N = 73
>1 >1
H H
o m m
u u u
w m m
H H H
c at: m o
0 var» I: 133 3
-H owajj o_ o<3 o
m 2:2 2 2:H A
Car Following x4 x3 x2
Passing X1 x4 x2 x1
Hills X3 X5 X4
Curves X2 x2 x1
Lane Usage X2 X2
Road Surfaces X3 X3 xi
Wet Roads X1 X4 x3
Road Shoulders X2
Obstructions X2 X2 x1
Snow X3 X4 x5 X3
Sand x1 X3 X1
U-Turns X2 X2 X3
Two-and'Three-Point Turns x2 X2
Entering Off-Street Areas X2 X2 x2
Off-Street Driving X1 X3 X4 x1
Railroad Crossings X1 X2 X3 X3
Bridges and Tunnels x2 x2 X2
Toll Plazas X1 X2 X3 x2
Limited Visibility X1 x4 X3 x1
Climate X1 X1 X2 X1

56

Table l (cont'd)

 

 

 

 

 

 

 

 

Level of Criticality
N = 223
Subject
N = 73 >‘ w
H H
O o m
u u u
m m m
H H u
.C.‘ 01: a) (D
.9: "3.2: '3 '8: 3
m 2:3 2 EHJ A
Wind X1 X1 x1
Entering Traffic X1 X3 x1 x1
Leaving Traffic x2 x2
Lane Changing x1 X3 X3
Parking X2 X5 x6 X3
Leaving a Parking Space X3 x1

Pedestrians, Cyclists, and Animals X2 x2 x1 X1

Emergency Areas x2 X3 x1
Parked Cars x1 X3 x2
Being Passed x1 X3

Being Followed X3 x2
On-coming Cars x5 X6 X2
Overtaking x2 X3 x1
Special Vehicles X1 x3 x3 x1
Intersections - ApprOaching x2 x5 X2
Intersections — Through x1 X4 X1 x1
Intersections - Right Turn x2 x1 x1
Intersections - Left Turn X2 X5 x4 X4
Traffic Circles X2 X3 x1

On-Ramps X3 X3 x1

57

Table 1 (cont'd)

 

Level of Criticality

 

 

 

 

 

 

 

N = 223
Subject
N = 73 >. m
H .4
o o O
u u u
m m m
u H u
.c or: O m
m for» a: 1:3 3
-H owa o o<3 o
m 2:: 2 2+4 A
Night Driving x2 x2 X2
Towing X3 x6 x3
Hauling Loads X3 x3 x1
Car Emergencies X1 X6 X4 X5
MeChanical Problems X2 x2
Disabled Cars x3 x4 X1
Dealing with Breakdowns X2 x1 X3
Pushing Cars No information given
Trip Planning X1 x2 x1
Loading X1 X2 X4
Trailers X3 X3
Alcohol and Drugs x3 x2
Physical and Emotional Conditions x1 x3 x2 x1
Maintenance X1 x5 X10 x7
Inspection and Servicing X1 X2 x2
Repair x2 x1 x6
Certification X2 x1 X2 x1

E"“"“*I

 

El-..‘ ,0 In"

58

Table l (cont'd)

 

Level of Criticality

 

 

 

 

 

 

 

N = 223
Subject

N=73 3' 3‘.

m O O

u u u

m m m

u H u

.c or: O o
a: turn ':3 133 3
-a O«4 o c>o o
m 2:3 2 2+4 :4
Accidents x4 x6. x3
Total 28 63 69 52 11

 

57McKnight and Hundt, Driver Education Task Analysis,

Volume III: Instructional Objectives, pp.

8-261.

59

intersection - approaching; intersections - through;
intersections - left turn; on-ramps; wet roads; snow;

sand; off-street driving; railroad crossings; limited
visibility; night driving; car emergencies; alcohol and
drugs; and physical and emotions conditions. Twenty-eight
percent of the subject matter categories received ratings of
moderagely high, and 31 percent were rated as moderate in
terms of their criticality for driving. The project
advisory panel classifed 23 percent of the subject matter
categories as moderately low and five percent as low.

The fourth and final document, Driver Education Task

 

Analysis, Volume IV: The DevelOpment of Instructional

Objectives, described addtional methods used in preparing

 

performance objectives, enabling objectives, and an
evaluation instrument to prepare minimally qualified
drivers.58 The authors stated:

The selection of performance objectives was
dependent solely upon its criticality to the highway
transportation system and did not attempt to take
into account how well the objective might be attained
at the present time, given the technology and resources
available for driver education programs. This
approach was adopted in order that performance
objectives might serve to guide the development of
future driver education courses as well as E89
technology and resources that support them.

 

58 . . . .
McKnight and Hundt, Driver Education Task Analysis
Volume IV: The Development of Instructional Objectives, U.S.,
Department of Transportation, National Highway Traffic Safety

Administration Contract No. FH-ll-7336 (Alexandria, Virginia:
HumRRO, 1971).

59 . . .
McKnight and Hundt, Driver Education Task Analysis,
Volume IV: The Development of Instructional Objectives, p. 7

 

is [KN .0 lg

60

After the performance objectives were reviewed by
the project advisory group, a panel of driver educators were
asked to review those objectives that lacked a clear consensus
as to their criticality. Because some subject matter
categories contained several levels of criticality, e.g.,
car emergencies had high, moderately high, moderate, and
moderately low levels of criticality, a matrix format was
used. This permitted the researchers to list the categories
within a subject matter by their highest to lowest
reliability requirements for behaviors at each of the five
criticality levels.

The development of enabling objectives determined the
knowledges and skills needed for attainment of the performance
objectives. The knowledge objectives involved a three step
process: 1) reviewing related literature included in the
task descriptions outlined in Volume I, 2) reviewing a
variety of training materials, i.e., driver education
textbooks, state curricula, for addidonal information, and
3) final acceptance by the panel of driver educators of
the information items gathered using the above sources.

Skill objectives included those activities required to
attain the performance objectives but beyond the mere
knowledge aspects. The three skills identified included:

1) perceptual skills - the correct interpretation of stimuli,
e.g., judgment of braking distance needed for stopping;

2) motor skills - rapid and smooth execution of motor

responses, e.g., coordinatiOn of foot brake and accelerators;

61

and 3) intellectual skills - the ability to identify
relationships, e.g., interpreting vehicle information
gauges and taking approprate action in necessary
Situations.

An evaluation instrument to determine student
mastery of the objectives was designed. This included a
performance test to measure attainment of the enabling
objectives. The tests were pilot tested in a nearby
high school using a range facility and real world situations.
The tests did not include emergency situations, environ-
mental Situations, driving habits, or citizenship

60 While the pilot tests proved that

responsibilities.
students could be effectively evaluated in critical
situations, knowledges, and skills., continued testing
is recommended by HumRRO research consultants.

HumRRO-CMSU Driver
Education Project

 

 

A study to evaluate the effectiveness of driver
education was conducted by the Human Resources Research
Organization and Central Missouri State University from
June, 1973 to July, 1974. The purpose of the project was to
determine if the best possible driver education curriculum
could result in fewer accidents using individual student

driving records as the criterion. The "Safe Performance

 

0 . .
McKnight and Hundt, Driver Education Task Analysis,

VOlgge IV: The Development of Instructional Objectives,
p. O

62

Curriculum", whose philosophy centered on accident avoidance,
was used in the Kansas City, Missouri Public Schools.
Individuals selected at random via their request for

driver education instruction were administered the Safe
Performance Curriculum while a randomly selected control
group received a condensed driver education program designed
to meet only the minimum state licensing procedures. A third
group received absolutely no instruction and their driving
records were also examined.

The content of the Safe Performance Curriculum was
based largely on the HumRRO Driver Education Task Analysis.
A response from other traffic educators in the field was
also sought so that the best possible curriculum could be
offered in addition to the HumRRO materials. Included in
the curriculum were the following eight instructional units.

Unit 1 Introduction

 

Acquaints the student with the nature of
instructional content and methodology, and describes
the responsibilities of instructor, students, and
parents.

Unit 2 Basic Control Skills

Deals with the fundamental Skills required to control
the motion of the automobile. Module 2-1 deals with
preoperative procedures as well as basic steering,
braking, and acceleration. Module 2-2 involves

performance of Simple maneuvers including turning
backing, and parking.

Unit 3 Normal Driving Procedures

Deals with the procedures requiredfor operating an
automobile safely within the highway transportation
system. Module 3-1 focuses upon procedures imposed
.by the highway itself, including interpretation of
such road configurations as curves and intersections.

63

Unit 4 Environmental Factors

Deals with the application of driving procedures
under environmental conditions which tend to degrade
driving safety. These conditions include limited
traction (Module 4-3), and a variety of conditions
which tend to place stress upon the car or the driver
(Module 4-4).

Unit 5 Complex Perceptual Skills

Is directed toward the development of higher level
perceptual skills required for highly effective
driving. Module 5-1 focuses upon the accurate
perception of distance/time relationships involved 4“
in such tasks as following and passing other cars, ‘
stOpping, merging with a traffic flow, and entering i
curves. Module 5-2 deals with perception of subtle L
and complex cues of roadway hazard and potential
traffic conflict.

Unit 6 Driver Influences

 

Is concerned with the driver's 'readiness' to cope
with the complex requirement dealt with in earlier
units. Such factors include alcohol, drugs, and
fatigue, as well as a variety of psychological and
physical conditions.

Unit 7 Emergency Skills

 

Deals primarily with the complex manipulative skills
required to handle an automobile in the event of an
emergency. Module 7-1 deals with the selection and
performance of appropriate evasive maneuvers, Module
7-2 with controlling the car during a skid, and Module
7-3 with those emergencies occurring within the
automobile itself.

Unit 8 Non-Operational Tasks

Is concerned with a variety of activities required to
support safe driving. Module 8-1 deals with
effective planning for travel, module 8-2 with
handling breakdowns and accidents, Module 8-3 with
the maintenance and servicing needed to prevent break-
downs and accidents, and Module 8-4 with activities
students may engage in or under take to improve the

64

safety apd efficiency of the highway transportation
system.6

SUMMARY

The writer's review of literature encompassed three
major sections: curriculum development and educational
planning, accountability model, and driver education
accountability. The first section revealed that the
stating of measurable behavior was first used in the area of
programmed instruction, that most sources refer to Mager
for the components of a performance objective, that
few research studies are available concerning the suitability
of objectives for various educational programs, and that
selected driver education textbooks and curriculum
guides were used to derive the classroom and laboratory
objectives. The Michigan Accountability Model is included
in the second section whiCh described the Six components.
Driver education accountability was dealt with in the
third section which indicated the increasing emphasis of
driver education teachers being accountable for their
product. The Resource Curriculum in Driver and Traffic
Safetijducation, HumRRO Driver Education Task Analysis,

and HumRRO-CMSU Driver Education Project were also reviewed.

 

61 . .
A. James McKnight, "Evaluation of the Safe

Performance Curriculum for Secondary School Driver Education,"
Journal of Traffic Safety Education, XX (June , 1973), p. 8.

65

In the next chapter, procedures used in collecting and

treating the data are discussed.

 

{iii .0190!

 

Chapter 3
PROCEDURES

Collection of Data

The researcher in this study was concerned with the
development and validation of performance objectives for a
secondary driver education program. Data were obtained
from a questionnaire involving 28 respondent perceptions of
what ought to be included in a secondary driver education
program. Respondents ranked each performance objective on a
five point scale which ranged from extremely unsuited
(numerical score of five), unsuited (numerical score of
four), neither suited nor unsuited (numerical score of
three, suited (numerical score of two), to extremely suited
(numerical score of one). Appendix A includes the cover
letter and questionnaire used to gather these data.

The questionnaire items consisted of performance
objectives develOped by the writer after an intensive review
of numerous sources. The two major sources were driver
education curriculum materials and other subject matter
sources concerning related literature in the writing and

presentation of performance objectives. The driver education

66

67

various states, secondary driver education textbooks, college
and university driver education textbooks, research studies
directed by private traffic safety organizations and
associations, government sources, theses, dissertations,
pamphlets, and periodicals. Three major driver education
research studies were extensively reviewed due to their
authoritativeness in the traffic safety field. They included
A Resource Curriculum in Driver and Traffic Safetijducation,
CMSU-HumRRO Driver Education Project, and the HumRRO Task
Analysis, Volume I-IV. Other subject matter sources utilized
were research studies dealing with respondent Opinion of
content for various curricula, use of performance objectives
in other subject matter fields, textbooks, pamphlets,
periodicals and personal interviews with experts regarding
the development, use and components of performance objectives.
After a thorough review of these sources, classroom
and laboratory objectives were written which tended to be
an extensive list of objectives for a secondary driver
education program. A secondary driver education program
was defined by the writer as a course of study offered by
the secondary school as an integral part of the curriculum
including classroom and laboratory phases of instruction
and designed to develop good traffic citizens who use
motor vehicles safely and efficiently. It is desirable
that the course be taken prior to the issuance of a driver's
license and that the length be at least Six weeks to as

long as a full semester. The writer also determined the

68

organizational units using the above sources in an effort to
provide clarity and consistency in the grouping of various
objectives for ease in completing the questionnaire, the
organizational units for the classroom phase included highway
transportation system, vehicle familiarization, basic control
tasks, intermediate control tasks, driver fitness tasks, the
vehicle, system improvement, and advanced control tasks.

The laboratory organizational units included basic control

tasks, intermediate control tasks, driving environments, and

 

advanced and emergency situations.
The degree of mastery or level of performance required I

for completion of each objectives was given serious consider-

ation. The level of criticality had to be appropriately

specified so that the respondent would not react negatively

to the criticality level thus influencing his rating of the

particular objective. For example, given 12 different

traffic signs, the student will identify each according to

their color, purpose, and driver action. With over 100

variations in traffic signs by color, purpose and driver

action, the mastery of 12 different traffic signs was deemed

as reasonable for mastery of this objective. The primary

source for the derivation of the criticality levels was

Driver Education Task Analysis, Volume III: Instructional

Objectives. The minimum levels of acceptable performance

included the following standards.

69

Percent of Behaviors That
Criticality of Behaviors: Must be Performed Correctly

High 95
Moderately High 85
Moderate 70
Moderately Low 70
Low 5062

The complete list of subjects and their criticality levels is
included in Chapter 2. Since some subject matter areas had
several levels of criticality, the level of criticality having
the highest number of responses was used by the writer to
determine the subject's exact level of criticality. For
example, "accelerating" received two "moderate" ratings and
three "moderately low" ratings. The level of criticality for
accelerated was classified as "moderately low" by the

writer. In Situations where each level of criticality had
the same number of responses, the highest level was uSed by
the writer to determine the criticality level. For example,
"steering - turning" received four "moderately high" and four
"moderate" responses. Consequently, moderately high was
deemed the level of criticality being the higher of the two

levels. Because the HumRRO study, Driver Education Task

 

Analysis, Volume III: Instructional Objectives, did not

 

contain the entire list of objectives listed in the question-

naire instrument, the recommendations of Dr. Kent Gustafson,

 

62McKnight and Hundt, Driver Education Task Analysis
Volume III: Instructional Objectives, p. 4.

 

70

instructional objectives specialist, and the opinion of the
writer were further used.

After the performance objectives were written and
approved by the writer's doctoral committee, they were pilot
tested by ten selected individuals. Criteria for their
selection included the following:

1. familiarity with the field of driver education,

2. conscientiousness to thoroughly and accurately
review each questionnaireinmn for clarity, relevancy, and
omissions,

3. close locality to the writer for the pilot
testing.

ApprOpriate revisions were made meeting the approval of Dr.
Gustafson, Dr. Smith, and Dr. Dzenowagis. Each individual
selected as an instructor or expert was then called to
determine their willingness to participate in the study.
Each responded favorably and was sent a cover letter and
questionnaire (Appendix A).

The 15 members composing the Michigan driver
education instructors included the following: Mr. James
Bond, Sexton High School, Lansing; Mr. Ronald Bradford, East
Lansing High School, East Lansing; Mr. Don Callis, North-
western High School, Flint; Mr. Andrew Corsi, Northwestern
High School, Flint; Mr. Ray Curran, Hudson High School,
Hudson; Mr. Gene Denney, Northwestern High School, Flint;
Mr. Martin Dolan, East Lansing High School, East Lansing;

Mr. Dale France, Sexton High School, Lansing; Mr. Donald Henson,

71

Huron High School, Ann Arbor; Mr. Gene Kaye, Ottawa Hills High
School, Grand Rapids; Mr. Norris J. Kinneberg, Waterford
Township High School, Pontiac; Mr. Gerald L. Ockert, Portland
High School, Portland; Mr. H. J. "Tod" Osborne, Benton Harbor
High School, Benton Harbor; Mr. Ronald L. Schneider, Eastern
High School, Lansing; and Mr. Larry R. Thompson, Sand Creek
High School, Sand Creek. The criteria for their selection
included:

1. holds a master's degree or higher,

2. offers what is considered to be a high quality
program as determined by traffic education consultants from
the Michigan Deparment of Education,

3. taught driver education for a minimum of five
years,

4. has participated in driver education curricula
revisions to the performance objectives approach.

In most cases, the driver education instructor respondents
were professional acquaintances of the writer and were
further selected on the basis of their close locality.

The 15 members composing the national experts
included: Dr. James Aaron, Southern Illinois University;

Dr. Richard W. Bish0p, Florida State University; Mr. Eugene
Carney, University of Maryland; Mr. Robert Calvin, Highway
Users Federation for Safety and Mobility; Miss Margaret
Johnson, Glenbrook, Illinois School District; Dr. Frank

Kenel, American Automobile Association; Dr. Robert L. Marshall,

Central Missouri State University; Dr. N. Leslie Moore,

72

National Highway Traffic Safety Administration; Mr. James R.
Newman, Shawnee Mission, Kansas School District; Dr. Robert

O. Nolan, Michigan State University; Dr. Philip J. O'Leary,
Michigan Department of Education; Mr. Paul J. Rooney, St.
Cloud, Minnesota School District; Dr. Thomas A. Seals,

Florida State University; Mr. Marvin Van Sickle, University of
Dubuque; and Dr. Robert A. Ulrich, Central Missouri State
University. Criteria for selection included the following:

1. holds a master's degree or higher,

2. has a national reputation in the driver education
profession and has written articles for professional journals
and/or participated in professional meetings,

3. has worked with secondary driver education students
for a minimum of five years,

4. has participated in national and state driver
education curricula revisions to the performance objectives
approach.

In all cases, the respondents composing the group of national
experts were personal and professional acquaintances of Dr.
Robert E. Gustafson, Dr. Donald L. Smith, or the writer.

The reSpondents were initially given two weeks in
which to complete the questionnaire. After the two week
period and with less than 25 percent of the expert question-
naires and 60 percent of the instructor questionnnaires
returned, it became apparent that the time period Should be
extended an additional two weeks to encourage respondent

completion. The questionnaire instrument was 20 pages in

73

length and took longer to complete. At the end of the second
two week period, nine questionnaires had yet to be returned.
Each delinquent respondent was sent a letter indicating the
need for completion of the study and inviting their prompt
return of the questionnaire. A sample letter is included in
Appendix B. Each delinquent respondent was given two weeks
to return the questionnnaire. At the end of this two week
period, all but one of the expert questionnnaires and one of
the instructor questionnaires had been returned resulting in

a 93.3 percent total response rate.

Treatment of Data

 

Following the tabulation of the questionnaires, the
data were analyzed to derive answers to the following
questions:

1. To what extent was there agreement in the pattern
of ratings between a panel of driver education experts and
driver education instructors regarding secondary driver
education performance objectives?

2a. Which of the individual performance objectives
were rated as necessary for inclusion in a secondary driver
education program by both the panel of experts and driver
education instructors?

2b. Which of the individual performance objectives
were rated as necessary for inclusion in a secondary driver
education program by the panel of experts but not by the

driver education instructors?

74

2c. Which of the individual performance objectives
were rated as necessary for inclusion in a secondary driver
education program by the driver education instructors but not
by the panel of experts?
In order to answer the first question, the Pearson product-
moment correlation coefficient was the statistical analysis
used. Correlations were computed for each of the 13
categories of performance objectives, i.e., highway
transportation system, vehicle familiarization; eight
categories of the classroom phase; 5 categories of the
laboratory phase; and an overall correlation for all cate-
gories in the classroom and laboratory phases. In order to
be considered a high correlation, the writer Specified that
the correlation had to be above .7000. Correlations below
.7000 were considered to be low correlations. To determine
the correlations for the 13 categories of performance
objectives, the sum of the scores for the 14 individuals in
the expert group and the 14 individuals in the instructor
group for each performance objective were calculated. For
each performance objective, the sum of the instructor scores
and the sum of the expert scores were keypunched on computer
«cards. An SPSS program (Statistical Package for the Social
Sciences, PEARSON CORR) “was then used to determine the

Charrelations using the following formula.

ZXY-EXX) (2Y4
fi—

 

-‘/[zx2. 123121“: HE. 1212’]

N N

 

75

To derive the classroom correlation, the categorical
items were ignored, and a correlation was calculated across
all pairs of scores for items dealing with the classroom
phase. The laboratory phase correlation was derived by
correlating across all pairs of scores for items in the
laboratory phase. Likewise, the overall correlation was
computed by calculating across all pairs of scores for items
in both phases.

To determine answers to questions 2a - 2c, it was
necessary to derive the mean scores of individual performance
objectives rated by the panel of experts and driver education
instructors. This was accomplished by adding the ratings
assessed each performance objective (extremely suited - one,
suited - two, neither suited nor unsuited - three, unsuited -
four, and extremely unsuited - five) and dividing by the number
of raters (14 driver education instructors or 14 driver
education experts). In order to be considered suitable by
either group, the writer Specified that the individual
performance objectives had to have mean scores ranging from
1.0 to 2.25. Performance objectives having mean scores
higher than 2.25 were considered unsuited for a secondary
driver education program by either or both groups of raters.
Chapter 4 indicates those performance objectives rated
suitable by both groups, by the panel of experts, and by the

driver education instructors.

76

SUMMARY

Chapter 3 dealt with the procedures used in this
study. These included the collection and treatment of data.
Concerning the collection of data, it was indicated that 28
respondent Opinions were used to determine the performance
objectives suitable for a secondary driver education program,
that the performance objectives used in the study were
develOped using driver education curriculum materials and
other subject matter sources, that the questionnaire
instrument was pilot tested using 10 selected individuals who
were selected using prescribed criteria. The section dealing
with the treatment of data revealed that the Pearson product-
moment correlation coefficient was the major statistical
analysis used to determine the association between the panel
of experts and driver education instructors. It was also
used to compute a correlation for the classroom phase,
laboratory phase, and overall list of performance objectives.
A second statistical analysis consisted of computing mean
scores for individual performance objectives as rated by the
panel of experts and driver education instructors,
individually and collectively. The statistical data are

presented in the next chapter.

Chapter 4
PRESENTATION AND ANALYSIS OF DATA

The researcher's purpose in this study was to develop
and validate the secondary driver education performance
objectives. Following the development of the driver
education performance objectives, data were obtained from a
questionnaire involving questions related to the suitability
of performance objectives for inclusion in a secondary driver
education program. This was accomplished using two groups of
raters: 14 national driver education experts and 14 driver
education instructors. The Pearson product-moment correlation
coefficient was the statistical analysis used to determine
what the relationship was between the two groups of raters for
the 13 performance objective categories, classroom phase,
laboratory phase, and overall correlation. Individual
performance objective mean scores were used to determine the

favorability of individual performance objectives.
DATA RESULTS

A discussion will follow for each of the questions as
stated in the Statement of Purpose, Chapter 1, to analyze

the results.

77

78

Data Concerning
Relationship of Two

Groups

The data determining the relationship between the
panel of experts and driver education instructors were
derived using the Pearson product-moment correlation
coefficient. To be considered a high correlation the writer
specified that the correlation had to be above .7000.
Correlations below .7000 were considered low correlations.
Correlations were computed for each of the eight categories
in the classroom phase and five categories in the laboratory
phase, the entire classroom phase, entire laboratory phase,
and an overall correlation for both phases. The correlations
computed are presented in Tables 2, 3 and 4.

Table 2 indicates that the classroom correlations
ranged from .2579 to .8585. Lowest to highest positive
correlations were as follows: vehicle familiarization —
.2579, system improvement - .5996, driver fitness tasks —
.7323, basic control tasks - .7363, intermediate control
tasks - .7851, the vehicle - .8013, highway transportation
system - .8287, and advanced control tasks - .8585.
Categories with a higher number of items (performance
objectives) tended to have higher or more positive
correlations. While vehicle familiarization and system
improvement both had positive correlations, they were
(considerably lower than the other six categories. A
[possible reason may be that in terms of priority areas and

czriticality to the immediate task of driving, their

79

importance is not as keenly felt. It may also be that
because of the amount of instructional time available, there
would be less emphasis placed on ways for individual
students to improve the highway transportation system, the
judicial process, or automobile maintenance. Vehicle
familiarization, which includes changing a tire, knowledge of
mechanical systems, tire care, maintenance, warranty,
servicing, and automobile repair, is an area in which driver
educators frequently vary in their views as to the
extensiveness of coverage. The review of literature
indicated that this area warranted instructional coverage,

but the degree of it was moderate.

Table 2

Correlations by Driver Education
Classroom Categories

 

Category N Correlation

 

Highway Transportation

System 15 .8287
Vehicle

Familiarization 11 .2579
Basic Control Tasks 34 .7363
Intermediate Control

Tasks 40 .7851
Driver Fitness Tasks 36 .7323
The Vehicle 26 .8013
System Improvement 11 .5996

Advanced Control
Tasks 10 .8585

 

80

The correlations for the laboratory categories are
presented in Table 3. For the five categories, driving
environments had the lowest positive correlation (.1316)
with intermediate control tasks having the highest positive
correlation at .9637. The other categories and their
correlations were: basic control tasks - .7668, parking —
.8361, and advanced and emergency situations — .9533. There
was no trend toward a higher positive correlation and the
number of items per category. While driving environments
was a positive correlation, its low correlation reveals that
the variables are, in fact, unrelated. Because the
performance objectives in this category are usually taught
in a driver education program giving them ratings of
extremely suited, or suited, their range of values is
artificially restricted. Had some of the performance

objectives been rated as neither suited nor unsuited,

Table 3

Correlations by Driver Education
Laboratory Categories

 

 

Category N Correlation
Basic Control Tasks 17 .7668
Intermediate Control
Tasks 5 .9637
Driving Environments 9 .1316
Parking 5 .8361

Advanced and Emergency
Situations 9 .9533

 

|lf.ll',. I311 Ill". .

ea
E
E
h

81

unsuited, or extremely unsuited, a higher correlation would
have resulted.

Table 4 contains the correlations by the specific
instructional phase of the driver education program. All
three correlations were considered high by the writer. The
classroom phase with 183 items had a positive correlation of
.7850, and the laboratory phase with 45 items had a positive
correlation of .8787. The overall correlation for the
classroom and laboratory phases was .7870 with 228 items.
There was no trend toward a higher positive correlation with
a higher number of items. The laboratory phase had the
highest positive correlation followed by the overall

correlation and then the classroom phase.

Table 4

Correlations by Phase of Driver
Education Instruction

 

 

Phase N Correlation
Classroom 183 .7850
Laboratory 45 .8737

Classroom and
Laboratory 228 .7870

 

Data Concerning
Individual Mean Scores

 

 

Individual performance objective mean scores were
computed for both groups, the panel of experts, and driver

education teachers. The purpose of the computations was to

82

determine the suitability of each performance objective for
inclusion in a secondary driver education program. To be
considered suitable, a performance objective had to have a

mean score between 1.0 and 2.25.

Both_groups. Table 5 indicates the performance

 

objectives rated suited by both groups of respondents. This
information is presented by individual performance

objectives per category as well as their mean scores. The
overall percent of favorability for the classroom and
laboratory phases was 71.9 percent. Of the classroom
performance objectives, 69.4 percent were considered suitable
for a secondary driver education program. Those considered
unsuited, based on a mean score greater than 2.25 are located
in Appendix C. Appendix D contains a listing of all the
performance objectives suited by both groups, suited by the
panel of experts only, suited by the instructors only, and
unsuited by both groups as well as the specified content of
each.

In reviewing performance objectives by category, the
following were considered suited: highway transportation
system - 40 percent (objectives 6, 7, 8, 9, 10, 15), vehicle
familiarization - 100 percent (objectives 1, 2, 3, 4, 5, 6,
7, 8, 9, 10, 11, basic control tasks — 90.9 percent
(objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, ll, 12, l3, l4,
17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 30, 31, 32,
33), intermediate control tasks — 70 percent (objectives 1,

3, 4, 6, 7, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 20, 21,

83

22, 23, 24, 25, 26, 27, 28, 30, 32, 33, 34), driver fitness
tasks - 86.1 percent (objectives 1, 2, 4, 5, 6, 7, 8, 9, 10,
ll, 12, 13, 14, 15, l6, 17, 18, 19, 20, 21, 22, 23, 24, 25,
27, 29, 30, 32, 33, 34, 36), the vehicle - 34.6 percent
(objectives 1, 2, 3, 11, 15, 17, 18, 19, 21), system
improvement - 36.4 percent (objectives 1, 2, 4, 6), and
advanced control tasks - 80 percent (objectives 1, 2, 3, 4,
5, 6, 9, 10).

Over 80 percent (82.2) of the laboratory performance
objectives were considered suitable. Of the performance
objectives in the five laboratory categories, the following
were considered favorable: basic control tasks - 100 percent
(objectives 1 - 17), intermediate control tasks - 80 percent
(objectives 1, 2, 3, 4), driving environments - 100 percent
(objectives 1 - 9), parking - 100 percent (objectives 1 - 5),
and advanced and emergency situations - 22.2 percent
(objectives 7,8).

In analyzing the mean scores of individual
performance objectives as rated by the panel of experts and
driver education instructors, Similarities and differences
existed. The panel of experts rated a higher percentage of
all the performance objectives as suitable for a secOndary
driver education program. In selecting the group of national
experts, no determination was sought regarding the recency of
their secondary driver education teaching experience.
Undoubtedly, some had not taught in such an environment for
several years, yet the content of the curriculum has undergone

considerable change in recent years. They may have responded

84

to performance objectives in terms of the need for the
specific knowledge and skills with little regard for the time
element involved. It might be anticipated that the driver

education instructors were more cognizant of the time factor

Table 5

Performance Objectives Rated Suitable
by Both Groups

 

Performance Mean
Category Objective Score

 

Classroom
Highway
Transportation
System

 

1.57
1.43
1.32
1.75
1.29
2.00

H»4
mcou>m~oox

 

Vehicle
Familiarization

1.46
1.43
1.68
1.71
1.46
1.18
1.50
1.39
1.39
1.61
1.64

I-onoooqmulowNI—I

HFH

 

1.32
1.29
1.79
1.54
1.54
1.21
1.18
1.39
1.68
1.43
1.54
1.32
1.21
2.21

Basic Control
Tasks

\DQQO‘U’IhWNI‘

HHHHH
nwwwo

 

85

Table 5 (cont'd)

 

 

 

Category Performance Mean

Objective Score

Basic Control 17 1.61
Tasks (continued) 18 1.61
19 1.36

20 1.43

21 1.57

22 1.82

23 1.54

24 1.50

25 1.50

26 1.25

27 1.64

28 1.86

30 1.61

31 1.64

32 1.61

33 1.61

Intermediate 1 1.54
Control Tasks 3 1.46
4 2.14

6 1.68

7 1.43

9 1.64

10 1.46

11 1.82

12 1.39

14 1.79

15 1.86

16 1.71

17 1.93

18 1.61

19 1.46

20 1.43

21 1.68

22 1.61

23 2.14

24 1.64

25 1.64

26 1.75

27 1.64

28 1.39

30 2.18

32 1.36

33 1.57

34 2.07

 

86

Table 5 (cont'd)

 

 

 

Performance Mean
Category Objective Score
Driver Fitness 1 1.57
Tasks 2 1.89
4 1.79
5 1.71
6 1.75
7 1.71
8 1.71
9 1.64
10 1.96
11 1.86
12 1.64
13 1.93
14 1.93
15 1.89
16 1.96
17 1.71
18 1.82
19 1.61
20 1.64
21 1.71
22 2.00
23 1.50
24 1.46
25 1.79
27 1.57
29 1.57
30 1.39
32 2.00
33 1.96
34 1.96
36 1.96
The Vehicle 1 1.93
2 1.89
3 1.86
11 1.75
15 2.14
17 1.89
18 1.29
19 1.71

21 2.07

 

87

Table 5 (cont'd)

 

 

 

 

 

 

Performance Mean
System Objective Score
System 1 1.93
Improvement 2 1.86
4 2.18

6 1.96

Advanced. 1 1.36
Control Tasks 2 1.39
3 1.57

4 1.43

5 1.43

6 1.32

9 1.36

10 1.32

Laboratopy

Basic Control 1 1.64
Tasks 2 1.39
3 1.50

4 1.86

5 1.25

6 1.57

7 1.57

8 1.29

9 1.18

10 1.25

11 1.32

12 1.14

13 1.29

14 1.14

15 1.11

16 1.07

17 1.07

Intermediate 1 1.07
Control Tasks 2 1.11
3 1.71

4 1.39

 

88

Table 5 (cont'd)

 

Performance Mean
Category Objective Score

 

Driving
Environment

OmflmthNl-J
[.1
O
[—1
h

 

Parking

U'lubOJNH
l—'
O
\l
\D

 

Advanced and
Emergency Situations

m\l

 

even though the need for specific knowledge and skills was
not overlooked. The two groups were more consistent in their
rating of the classroom performance objectives with the panel
of experts favoring 77.6 percent and the driver education
teachers favoring 75.9 percent of the performance objectives.
With regard to the laboratory phase, the panel of experts
selected a higher percentage of the performance objectives
(97.8 percent) versus 82.2 percent selected by the driver
education instructors.

In reviewing the eight categories within the
classroom phase, the following similarities and differences

existed for the two groups. The panel of experts selected a

89

higher percentage of performance objectives for the highway
transportation system, intermediate control tasks, and
advanced control tasks. The majority of these areas had
moderate to high levels of criticality as noted in the
review of related literature. However, the driver education
instructors may have felt that these areas were not as
crucial for the immediate task of driving. The driver
education instructors selected a higher percentage of
performance objectives in the categories of driver fitness,

the vehicle, and system improvement. Both groups rated the

 

categories of vehicle familiarization and basic control tasks
exactly the same, 100 percent and 94.1 percent respectively.
There was no noticeable difference in the individual
performance objective mean scores, individually or
collectively, for the two groups.

In a review of the laboratory phase, the following
Similarities and differences were noted. Both groups rated
basic control tasks, driving environments, and parking
exactly the same, that being 100 percent. Because driver
education is taught as a separate course, rather than in
successive courses as social studies or English, some
performance objectives would undoubtedly be absolutely
essential in a secondary driver education program. It would
appear that such is applicable to several categories in the
laboratory phase. The panel of experts rated the two
categories of intermediate control tasks and advanced and
emergency situations higher than the driver education

instructors. The most noticeable difference was found with

90

the advanced and emergency situations with the panel of
experts favoring 88.9 percent of the performance objectives
and the driver education instructors favoring only 22.2
percent. While the review of related literature revealed
that advanced and emergency situations had high and
moderately high levels of criticality, there is a conflict
among driver educators as to the appropriateness of this area
in a secondary driver education curriculum. A further
analysis among driver education instructors might reveal that
the advanced and emergency situations category for the
laboratory phase is important but that it belongs in a second
driver education course. It is interesting to note that the
driver education instructors rated a higher percentage of the
advanced and emergency situations performance objectives in
the classroom phase (80 percent) than the advanced and
emergency situations performance objectives in the laboratory
phase (22 percent). It may be that they felt the topic
warrants discussing but that there is insufficient time in
the laboratory phase for actual practice. There was no
noticeable difference in the individual performance objective

mean scores, collectively or individually, for the two groups.

Panel of eXperts. The 14 individuals composing the

 

panel of experts rated the majority of the performance
objectives (81.6 percent) as being suited for a secondary
driver education program. Of the performance objectives
listed by the eight categories in the classroom phase, 77.6

percent were considered suitable as determined by their mean

91

scores. For the individual categories, the percent of
favorability was as follows: highway transportation system -
60 percent (objectives 1, 3, 5, 6, 7, 8, 9, 10, 15), vehicle
familiarization — 100 percent (objectives 1 - 11), basic
control tasks - 94.1 percent (objectives 1, 2, 3, 4, 5, 6, 7,
8, 9, 10, 11, l2, l3, l3, l4, 17, 18, 19, 20, 21, 22, 23, 24,
25, 26, 27, 28, 30, 31, 32, 33, 34), intermediate control
tasks - 85 percent (objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, 10,
ll, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25,
26, 27, 28, 30, 31, 32, 33, 34, 36), driver fitness tasks -
88.9 percent (objectives 1, 2, 4, 5, 6, 7, 8, 9, 10, ll, 12,
13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 27, 29,
30, 31, 32, 33, 34, 36), the vehicle — 38.5 percent
(objectives 1, 2, 3, 7, ll, 15, 17, 18, 19, 21), system
improvement - 36.3 percent (objectives 1, 2, 4, 6), and
advanced control tasks - 100 percent (objectives 1 - 10).

Of the performance objectives listed in the five
categories of the laboratory phase, 97.8 percent were
considered suited. The individual categories and their
percent of favorability were as follows: basic control
tasks - 100 percent (objectives 1 - 17), intermediate control
tasks - 100 percent (objectives 1 — 5), driving environments —
100 percent (objectives 1 - 9), parking - 100 percent
(objectives 1 - 5), and advanced and emergency situations -
88.9 percent (objectives 1, 3, 4, 5, 6, 7, 8, 9). The
performance objectives rated suitable are listed by number

and category in Table 6. The content of the individual

92

performance objectives and their suitability can be
determined by reviewing Appendix D.

Twenty-seven performance objectives were rated
suitable by the panel of expert only. They are designated
by an asterisk in Table 6. Over seventy—four percent (74.1)
were contained in the classroom phase. By category they
were as follows: highway transportation system - objectives
1, 3, 5; basic control tasks - objectives 15, 17, l8, 19, 20,
21; intermediate control tasks - objectives 2, 5, 8, 12, 13,
34, 36; driver fitness tasks - objective 31; the vehicle -
objective 7; and advanced control tasks — objectives 7, 8.
Over twenty-five percent (25.9) of the laboratory performance
objectives were rated suitable by the panel of experts only.
By category they were as follows: intermediate control
tasks - objective 5; and advanced and emergency Situations -

objectives 1, 3, 4, 5, 6, 9.

Driver education instructors. The driver education

 

instructors rated 77.2 percent of the classroom and

laboratory performance objectives as suitable for inclusion

in a secondary driver education program. Of the 183 classroom
performance objectives contained in the questionnaire, the
driver education instructors rated 75.9 percent of them as
suited for inclusion. The performance objectives in the

eight categories in the classroom phase had the following
percent of suitability: highway transportation system - 40
percent (objective 6, 7, 8, 9, 10, 15), vehicle

familiarization - 100 percent (objectives 1 - 11), basic

93

Table 6

Performance Objectives Rated Suitable
by Panel of Experts

 

 

 

 

 

Performance Mean
Category Objective Score
Classroom

Highway *1 1.93
Transportation *3 2.07
System *5 1.93
6 1.64

7 . 1.29

8 1.36

9 2.00

10 1.29

15 2.07

Vehicle 1 1.64
Familiarization 2 1.64
3 1.79

4 1.79

5 1.43

6 1.29

7 1.50

8 1.50

9 1.50

10 1.79

11 1.43

Basic Control 1 1.43
Tasks 2 1.43
3 1.71

4 1.71

5 1.71

6 1.14

7 1.14

8 1.36

9 1.71

10 1.43

11 1.36

12 1.43

13 1.07

14 2.21

*15 2.07

*17 1.71

 

*Suited only by panel of experts.

94

Table 6 (cont'd)

 

 

 

 

Performance Mean

Category Objective Score
Basic Control *18 1.64
Tasks *19 1.43
*20 1.57

*21 1.50

22 2.00

23 1.43

24 1.57

25 1.57

26 1.29

27 1.36

28 1.79

30 1.71

31 1.43

32 1.57

33 1.86

34 2.14

Intermediate 1 1.57
Control Tasks *2 2.21
3 1.36

4 2.21

*5 2.07

6 1.64

7 1.43

*8 2.14

9 1.71

10 1.36

11 1.71

*12 1.21

*13 2.21

14 1.64

15 1.79

16 1.71

17 2.21

18 1.86

19 1.57

20 1.50

21 1.86

22 1.71

23 2.21

24 1.57

25 1.86

26 1.71

27 1.64

28 1.50

 

95

Table 6 (cont'd)

 

 

 

 

Performance Mean
Category Objective Score
Intermediate 30 2.14
Control Tasks 31 2.21
(continued) 32 1.43
33 1.43

*34 2.14

*36 2.14

Driver Fitness 1 1.64
Tasks 2 2.21
4 1.86

5 2.00

6 1.93

7 1.71

8 1.93

9 1.79

10 1.86

11 2.00

12 1.86

13 2.00

14 2.00

15 2.07

16 1.71

17 1.71

18 2.07

19 1.79

20 1.79

21 1.79

22 2.00

23 1.71

24 1.64

25 2.07

29 1.79

30 1.57

*31 2.21

32 1.93

33 2.07

34 1.86

36 2.07

The Vehicle 1 2.00
2 1.86

3 1.86

*7 2.07

 

96

Table 6 (cont'd)

 

 

 

 

 

 

Performance Mean
Category Objective Score

The Vehicle 11 1.79
(continued) 17 2.07
18 1.36

19 1.86

21 2.00

System 1 2.14
Improvement 2 2.00
4 2.21

6 1.86

Advanced Control 1 1.50
Tasks 2 1.57
3 1.21

4 1.43

5 1.57

6 1.43

*7 2.14

*8 2.07

9 1.29

10 1.21

Laboratory

Basic Control 1 1.50
Tasks 2 1.36
3 1.50

4 1.93

5 1.29

6 1.21

7 1.21

8 1.07

9 1.07

10 1.29

11 1.36

12 1.14

13 1.14

14 1.14

15 1.07

16 1.07

17 1.00

 

97

Table 6 (cont'd)

 

 

 

 

 

Performance Mean

Category Objective Score
Intermediate 1 1.07
Control Tasks 2 1.14
3 1.50

4 1.21

*5 1.93

Driving 1 1.00
Environments 2 1.00
3 1.00

4 1.00

5 1.14

6 1.14

7 1.14

8 1.21

9 1.14

Parking 1 1.50
2 1.50

3 1.64

4 1.71

5 1.79

Advanced and *1 2.21
Emergency *3 1.50
Situations *4 1.71
*5 1.86

*6 1.71

7 1.21

8 1.43

*9 1.79

 

98

control tasks - 94.1 percent (objectives 1, 2, 3, 4, 5, 6, 7,
8, 9, 10, ll, 12, 13, l4, l6, 17, 18, 19, 20, 21, 22, 23, 24,
25, 26, 27, 28, 29, 30, 32, 33, 34, 39), driver fitness

tasks - 94.4 percent (objectives 1, 2, 4, 5, 6, 7, 8, 9, 10,
ll, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25,
26, 27, 28, 29, 30, 32, 33, 34, 35, 36), the vehicles - 42.3
percent (objectives 1, 2, 3, ll, 15, 16, 17, 18, 19, 21, 26),
system improvement - 63.6 percent (objectives 1, 2, 4, 5, 6,
7, 10), and advanced control tasks - 80 percent (objectives
1, 2, 3, 4, 5, 6, 9, 10).

Over 80 percent (82.2) of the performance objectives
in the laboratory phase were rated as suitable. The
performance objectives by the five categories were as
follows: basic control tasks - 100 percent (objectives 1 -
9), parking - 100 percent (objectives 1 - 5), and advanced
and emergency situations - 22.2 percent (objectives 7, 8).
Table 7 depicts the performance objectives and their mean
scores by category that were considered suited. The content
of individual performance objectives and their suitability
can be determined by reviewing Appendix D.

Ten performance objectives were rated as suitable
only by the driver education instructors. They are
designated by an asterisk in Table 7. All ten objectives
were contained in the classroom phase. By category they
were as follows: basic control tasks - objective 29;
intermediate control tasks - objectives 29, 39; driver

fitness tasks - objectives 26, 28, 35; the vehicle —
objective 26; and system improvement - objectives 5, 7, 10.

99

Table 7

Performance Objectives Rated Suitable
by Driver Education Instructors

 

Performance Mean
Category Objective Score

 

Classroom

 

1.50
1.57
1.29
1.50
1.29
1.93

Highway
Transportation
System

FJH
m<Du>m~JO\

 

Vehicle
Familiarization

1.29
1.21
1.57
1.64
1.50
1.07
1.50
1.29
1.29
1.43
1.86

HOOQQONUIDWNH

P‘H

 

1.21
1.14
1.86
1.36
1.36
1.29
1.21
1.43
1.64
10 1.43
11 1.71
12 1.21
13 1.36
14 2.21
16 2.00
17 1.50
18 1.57

Basic Control
Tasks

\DQQGWRWNH

 

*Suited only by driver education instructors.

100

Table 7 (cont'd)

 

 

 

Performance Mean

Category Objective Score
Basic Control 19 1.29
Tasks (continued) 20 1.29
21 1.64

22 1.64

23 1.64

24 1.43

25 1.43

26 1.21

27 1.57

28 1.93

*29 2.21

30 1.50

31 1.50

32 1.64

33 1.36

Intermediate 1 1.50
Control Tasks 3 1.57
4 2.07

6 1.71

7 1.43

9 1.21

10 1.57

11 1.93

12 1.57

14 1.93

15 1.93

16 1.71

17 1.64

18 1.36

19 1.36

20 1.36

21 1.50

22 1.50

23 2.07

24 1.71

25 1.43

26 1.79

27 1.64

28 1.29

 

* Suited only by driver education instructors.

101

Table 7 (cont'd)

 

 

 

Performance Mean
Category Objective Score
Intermediate Control *29 2.21
Tasks (continued) 30 2.21
32 1.29
33 1.71
34 2.00
*39 2.14
Driver Fitness 1 1.50
Tasks 2 1.57
4 1.29
5 1.43
6 1.57
7 1.71
8 1.50
9 1.50
10 2.07
11 1.71
12 1.43
13 1.86
14 1.86
15 1.71
16 2.21
17 1.71
18 1.57
19 1.43
20 1.50
21 1.64
22 2.00
23 1.29
24 1.29
25 1.50
*26 2.21
27 1.57
*28 1.79
29 1.36
30 1.21
32 2.07
33 1.86
34 2.07
*35 2.00
36 1.86

 

*Suited only be driver education instructors.

102

Table 7 (cont'd)

 

 

 

 

 

 

Performance Mean
Category Objective Score

The Vehicle 1 1.86
2 1.93

3 1.86

11 1.71

15 2.14

16 1.64

17 1.71

18 1.21

19 1.57

21 2.14

*26 2.07

System 1 1.71
Improvement 2 1.71
4 2.14

*5 1.50

6 2.07

*7 1.79

*10 1.71

Advanced Control 1 1.21
Tasks 2 1.21
3 1.21

4 1.43

5 1.29

6 1.21

9 1.43

10 1.43

Laboratory

Basic Control 1 1.43
Tasks 2 1.43
3 1.50

4 1.79

5 1.21

6 1.21

7 1.21

8 1.50

9 1.29

 

*Suited only by driver education instructors.

103

NOTE: Page 103 has been mistyped as page 104. The

content is not affected.

104

 

 

 

 

 

 

Table 7 (cont'd)
Performance Mean

Category Objective Score
Basic Control 10 1.21
Tasks (continued) 11 1.29
12 1.14

13 1.43

14 1.14

15 1.14

16 1.07

17 1.14

Intermediate 1 1.07
Control Tasks 2 1.07
3 1.93

4 1.57

Driving 1 1.00
Environments 2 1.07
3 1.14

4 1.36

5 1.14

6 1.07

7 1.07

8 1.29

9 1.14

Parking 1 1.50
2 1.64

3 1.93

4 1.79

5 1.93

Advanced and 7 2.21
Emergency Situations 8 2.21

 

105
SUMMARY

Chapter 4 dealt with the presentation and analysis
of data. The Pearson product-moment correlation coefficient
and individual performance objective mean scores were the
statistical analyses used. With regard to the relationship
existing between the panel of experts and driver education
instructors for each of the 13 categories of performance
objectivesp classroom phase, laboratory phase, and overall
'correlation, the results of the compiled data indicated that
positive correlations existed in each situation. High
correlations existed in 13 instances. Individual
performance objective mean scores revealed that in the
majority of instances, the panel of experts selected a
higher percentage of the performance objectives whose mean
scores ranged from 1.0 and 2.25. Chapter 5 includes the
summary, conclusions, recommendation, recommendations for

future research and discussion.

Chapter 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

This chapter was divided into the summary,
conclusions, recommendations, recommendations for future

research and discussion.

SUMMARY

Statement of Purpose

The author's purpose in this study was to develop
and validate performance objectives for secondary driver
education programs. Answers were sought to the following
questions:

1. To what extent was there agreement in the
pattern of ratings between the panel of driver education
experts and driver education instructors regarding secondary
driver education performance objectives?

2a. Which of the individual performance objectives
were rated as suitable for inclusion in a secondary driver
education program by both the panel of experts and driver
education instructors?

2b. Which of the individual performance objectives

were rated as suitable for inclusion in a secondary driver

106

4.5%“9‘..Dh.v I 1

E ‘7

107

education program by the panel of experts but not by the
driver education instructors?

2c. Which of the individual performance objectives
were rated as suitable for inclusion in a secondary driver
education program by the driver education instructors but
not by the panel of experts?

Methods, Techniques, and
Data Used

 

 

A review of related literature was made concerning
curriculum development and educational planning, account-
ability model, and driver education accountability.
Included were discussionson the use of instructional
modules, use and components of performance objectives, related
research studies pertaining to the use of performance
objectives, research studies using the Pearson product-
moment correlation coefficient, secondary and university
driver education textbooks and driver education curriculum
guides from other states regarding the extensiveness of
classroom and laboratory performance objectives, components
of the Michigan accountability model, concerns of driver
education teachers related to accountability, and three

recent driver education research studies including A Resource

 

Curriculum in Driver and Traffic Safety Education, HumRRO

 

Task Analysis, Volumes I-IV, and the CMSU-HumRRO Driver
Education Project.
Following the review of literature and the

development of secondary driver education performance

108

objectives, data were obtained from a questionnaire concerning
the suitability of each performance objective for inclusion in
a secondary driver education program. This was accomplished
using two group of raters: 14 Michigan driver education
instructors and 14 national driver education experts, who met
prescribed criteria. The Pearson product-moment correlation
coefficient was used to determine the relationship between

the two groups of raters for the 13 categories of performance
objectives, classroom phase, laboratory phase, and overall
correlation for both phases. The mean scores for individual
performance objectives were used to determine those
performance objectives favored by both groups for inclusion

in a secondary driver education program, those favored by the
panel of experts, and those favored by the driver education

instructors.

Major Findings

The following major findings were noted:

1. All correlations for the 13 categories of
performance objectives, classroom phase, laboratory phase,
and classroomrlaboratory phases combined indicated a positive
correlation.

a. For the eight classroom categories, one
correlation was below .3000, one correlation was between
.3000 and .6000, and six correlations were above .7000.

b. For the five laboratory categories, one
correlation was below .3000 and four correlations were

above .7000.

109

c. Correlations by the particular phase of
instruction, e.g., classroom, laboratory, and classroom and
laboratory, were all above .7000.

2. Collectively, the two groups favored 71.9 percent
(164) of all the performance objectives for the classroom and
laboratory phases combined, 69.4 percent (127) of the class-
room performance objectives, and 82.2 percent (37) of the
laboratory performance objectives.

3. The panel of experts rated a higher percentage
of all the performance objectives as suited for inclusion in
a secondary driver education program. The panel of experts
rated 77.6 percent (142) of the classroom performance
objectives as suited while driver education instructors
rated 75.9 percent (140) as suited. The panel of experts
rated 97.8 percent (44) of the laboratory performance
objectives as suited and driver education instructors rated
82.2 percent (37) as suited.

4. Twenty-seven performance objectives (11.8
percent) were rated suited by the panel of experts only and
ten performance objectives (4.3 percent) were rated suited
only by the driver education instructors. For the panel of
experts 27 performance objectives (74.1 percent) were
contained in the classroom phase and seven performance
objectives (25.9 percent) were in the laboratory phase. For
the driver education instructors, the ten performance
objectives (100 percent) were contained in the classroom

phase.

110

5. Only 31 performance objectives (13.6 percent)

were rated unsuitable by both groups of respondents.
CONCLUSIONS

The following conclusions were drawn from a
tabulation and analysis of the questionnaire responses:

1. The selected sample of Michigan driver education
instructors and panel of national experts are consistent
concerning the performance objectives and categories for a
secondary driver education program. A positive relationship
exists for the 13 categories of performance objectives,
classroom phase, laboratory phase, and a combination of both
phases.

2. There is a need for reviewing the laboratory
category of advanced and emergency situations as the driver
education instructors favored 22.2 percent of the performance
objectives while the panel of experts favored 88.9 percent.

3. The panel of experts and driver education
instructors perceive the inclusion of performance objectives
by the categories of vehicle familiarization, basic control
tasks (classroom), basic control tasks (laboratory), driving
environments, and parking exactly the same (100 percent, 94.1
percent, 100 percent, 100 percent, and 100 percent
respectively). Since driver education is taught as a Single
course offering as compared to English and math, which are
taught in successive courses throughout a student's K-12

program, there are apt to be more performance objectives that

111

are considered highly favorable for inclusion in the driver
education curriculum. More variation is likely to be
involved in those courses offered in several successions
whereas those driver education performance objectives
considered suited must all be woven into a single course.
Thus, it is not surprising that some categories of
performance objectives were 100 percent suited by both groups.

4. The ratings of the panel of experts are more
consistent than the driver education instructors with the
driver education studies discussed in the review of
literature. However, the opinions of the driver education
instructors may reflect the time available for inclusion
more acutely. No determination was sought of the recency of
the secondary driver education teaching experience of the
panel of experts which may have influenced individual

respondent opinions.

RECOMMENDATIONS

Based on this study, the following are recommended:

1. The results of this study pertain only to the
population surveyed. Caution must be exercised so as not to
apply these data to other curricular areas using performance
objectives or other driver education groups for the purpose
of ascertaining similar conclusions.

2. Driver education consultants and supervisors at
the state department of education level Should publish the

list of performance objectives suited by both groups and

112

distribute them to college and university and secondary driver
education programs for curriculum consideration and encourage
pilot testing. They should also provide in-service workshops
for driver education instructors in an effort to explain the
intent and use of the performance objectives and how to
restructure the curriculum to include those designated as
suitable.

3. College and university personnel offering driver
education programs should familiarize themselves with the list
of performance objectives suited by both groups so that their
courses include ample discussion of the performance objectives
content and that students can perform the performance
objectives.

4. Instructors in secondary driver education
programs should familiarize themselves with the list of
performance objectives to insure that their course content
includes the suitable performance objectives and consider
pilot testing them to determine their favorability and
practicality. This information should be communicated to
individuals at the state department and college and
university levels.

5. An attempt should be made to familiarize other
teachers, administrators, and school boards concerning the
content and basic objectives of the driver education program
by acquainting them with the list of suitable performance
objectives.

6. The list of suitable performance objectives

should be discussed with relevant groups of non-educators,

113

such as driver licensing personnel, parent groups, law
enforcement groups, and other interested citizens within the
community, so that they are cognizant of the goals and
objectives that instructors of driver education programs are
trying to achieve.
7. Students of secondary driver education programs

Should be interviewed to determine their opinion of the
suited performance objectives and the degree of mastery

required in each instance.

RECOMMENDATIONS FOR FUTURE RESEARCH

Based on this study, the following recommendations
are made for future research:

1. There is a need to substantiate the findings
that a positive relationship exists between driver education
experts and driver education instructors for categories of
performance objectives and that driver education experts find
more performance objectives as suitable for inclusion in a
secondary driver education program.

2. An attempt Should be made to determine if the
performance objectives selected by both groups of raters are
consistent with the basic goals of driver education and that
these performance objectives are the ones needed to meet the
specified goals.

3. The series of performance objectives rated as

suited should have fundamental concepts develOped for each

 

114

item so that teachers will be better able to use the material
in their teaching.

4. Further research should be pursued to determine
the reasons some performance objectives were rated as

unsuited.
DISCUSSION

Following the completion of this study, the following
comments and suggestions are made Should other individuals
attempt to duplicate this study or other similar studies:

1. It is suggested that other writers also consider
a personal communication, such as a telephone call, with
those individuals designated as survey respondents prior to
sending the questionnaire.’ Such a technique was particularly
crucial in this study, since the questionnaire was 20 pages
in length and concern had been expressed over the response
rate. Several respondents commented on the positive value
of the telephone call in that they were more willing to
complete the questionnaire and wished more would also
consider this approach.

2. It is suggested that the size of the population
surveyed be increased. While the present population size was
sufficient for the research design used, a larger size sample
could be used to determine if Similar results would still be
achieved.

3. It is suggested that the number of performance

objectives per category be increased and that more

115

performance objectives of low priority be included. This
would be significant for those categories with less than 10
performance objectives since the Pearson product-moment
correlation coefficient is most effective as a research
design when there are performance objectives of high and low
priorities.

4. It is suggested that the performance objectives
be pilot tested in selected school systems to determine if
some are more suited for a particular phase of the driver
education program, e.g., simulation, range, classroom, and if

there is a difference in student pre and post test scores.

APPENDICES

APPENDIX A

COVER LETTER AND QUESTIONNAIRE

116

COVER LETTER AND QUESTIONNAIRE

1114 Kimberly Drive
Lansing, Michigan 48912
March 4, 1975

Mr. Donald Henson, Coordinator
Driver Education

Huron High School

2727 Fuller Road

Ann Arbor, Michigan 48105

Dear Mr. Henson,

As per our phone conversation this afternoon, I am enclosing
the Performance Objectives Questionnaire for your completion.
As was indicated, I have undertaken the task of developing
and validating performance objectives most favorable for
inclusion in a secondary driver education program.

Being a driver education teacher, your opinion about various
performance objectives is important. I realize that you will
be using a considerable amount of your time to complete the
questionnaire, and I can assure you that it is deeply
.appreciated. Unfortunately, I am unable to reward you
financially but perhaps in the near future there will be some
way I can return the favor. An abstract of the study will

be sent to you at a later date, and an extra COpy of the
questionnaire will be provided should you desire one.

The questionnaire directions are quite simple. All that is
needed is a circle around the number most appropriate for
each item listed. Additional space is given for your
individual comments, and a stamped, addressed envelope is
provided so that the questionnaire can be returned at your
earliest convenience.

Your cooperation and helpfulness are truly valued.
Sincerely,

@flw
(Mrs.) Ann Johnson

Encl.

117

PERFORMANCE OBJECTIVES QUESTIONNAIRE

DIRECTIONS: For each of the following performance objectives circle the number
that best characterizes each objective for a secondary driver education program.

A secondary driver education program is a course of study Offered by the
secondary school as an integral part of the curriculum including classroom and
laboratory phases of instruction and designed to develop good traffic citizens
who use motor vehicles safely and efficiently. It is desirable that the course
be taken prior to the issuance of a driver's license and that the length be at
least six weeks to as long as a full semester.

J

Use the following definitions as guidelines for your choice.

Extremely Unsuited - No secondary driver education program should include this
Objective.

Unsuited - The Objective is generally not needed in a secondary driver education
program. .

Neither Suited nor Unsuited - In general, this Objective would neither enhance
or hamper a secondary driver education program.

Suited - In general, the Objective is needed in a secondary driver education
program but there may be exceptions.

Extremely Suited - A11 secondary driver education programs should include this
objective.

 

 

 

NOTE: Unless otherwise specified, it can be assumed

 

 

 

 

 

 

 

 

 

that the student will perform each objective without -u
the use of instructional materials or resources. §-8
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1. The student will define the highway transportation
system. S 4 3 2 1
2. The student will list the 6 major subsystems of the
transportation system. S 4 3 2 l
3. Given a list of parts, the student will select the
3 major components of the highway transportation
system. S 4 3 2 1
4. Given a list of resources, the student will collect
data about the number and types of highway vehicles,
number and types of system users, types of highways,
and mileage figures to define the highway
transportation system as a complex man-machine
system. 5 4 3 2 1

5. Given a hypothetical situation, the student will
describe the effect of variations inrvehicles,
highways, and drivers that characterize the highway
transportation system. 5 4 3 2 1

10.

11.

12.

13.

14.

-15.

118

Given a series of 5 driving scenes, the student will
list the factors in the traffic scene, driving
decisions, environmental conditions, and vehicle
control factors.

The student will define sensing, perception,
judgment, skill, interpret, and process, explaining
their relationship to the driving task.

The student will explain why "competent driving is

' largely a matter of making wise decisions."

The student will explain why driving should or
should not be considered as primarily a mental and
social task.

The student will define identify, predict, decide,
and execute as they relate to the driving task.

Given 6 criteria for measuring the effectiveness of
the highway transportation system, the student will
select 3 and explain the role Of each as an
evaluation instrument.

Given 3 hinderances that prevent the solution to
the highway accident problem, the student will

' explain the reasons why they hinder the system and

suggest methods of compensation.

Given a list of the current highway safety program
standards, the student will select 3 and describe
their role in improving highway safety.

The Student will list 5 different kinds of agencies
and organizations influencing highway safety and
describe their influence on the local highway safety
environment.

The student will evaluate 3 driving tasks and
determine factors comprising each.

8. Vehicle Familiarization

 

The student will state the purpose of all information
gauges on an automobile.

The student will identify 6 starting and vehicle
control devices on the interior of an automobile and
state their purpose.

 

 

 

 

 

 

 

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10.

11.

,119

The student will list 6 safety elements found in the
interior of an automobile and state their purpose.

The student will verbalize the procedure for checking
the car before entering.

Given a randomly ordered list of pre-ignition control
tasks, the student will organize it into the sequence
of steps. .
The student will identify 2 advantages of using
restraining devices.

Given a randomly ordered list, the student will list
the sequence of steps for starting the engine.

Given a randomly ordered list, the student will list
the sequence of steps for leaving an area from a
parked position.

Given a randomly ordered list, the student will list
the sequence of steps for stopping the vehicle.

The student will identify those natural forces

_ affecting the vehicle when stopping and starting and

suggest methods of compensation.

Given a randomly ordered list, the student will
verbalize the sequence of steps for securing the
vehicle.

C. Basic Control Tasks

 

The student will verbalize the pr0per sequence of
steps for making left and right turns.

The student will verbalize the vehicle position when

making left and right turns on one and two-way streets.

The student will explain those natural forces

affecting the vehicle when making left and right turns

and suggest methods of compensation.

The student will explain the natural law affecting the
vehicle going up and down a hill and the proper method

for maintaining speed control.

 

 

 

 

 

 

 

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10.

11.

12.

13.

14.

15.

1'6 .

.120

Given various traffic situations, the student will
identify 3 techniques for maintaining proper speed
control.

Given a variety of pictures of traffic signs, the
student will identify 12 traffic signs according to
their purpose, color, shape, and driver action.

The student will identify 5 traffic signals according
to their purpose, color, and driver action.

Given 3 traffic situations, the student will list 4
ways of maintaining a space cushion.

The student will explain the meaning of acceleration,
deceleration, stability, handling, road feel, corner-
ing, oversteering, and understeering.

Given a series of traffic situations, the student
will evaluate the effects of speed, directional
control, and positioning on the space cushion.

Given case study situations, the student will explain
methods for establishing proper following distances.

The student will define yield, right-of—way, merging
traffic, speeding, excessive speed, common speed,
reasonable and prudent speed, and last clear chance.

Given a series of traffic situations, the student
will identify the vehicle blind spots and explain
techniques of minimizing the hazard.

Given a formula and 4 different speeds, the student
will compute the automobile stOpping distances.

Given a formula and 4 different types of vehicles
under varying circumstances (e.g., car - snow; motor-
cycle - dry pavement, etc.), the student will compute
the minimum stopping distances.

Given 3 vehicles traveling at speeds of 15, 3S, and 55
mph, the student will identify the effects of kinetic
energy on stopping distance.

 

 

 

 

 

 

 

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17.
18.

19.
20.

21.

22.

23.
24.
25.
26.
.27.

28.

121

Given a series of traffic situations, the student
will state the conditions of a proper space cushion
around the vehicle.

Given a list of factors resulting in automobile
accidents, the student will explain 3 factors tending
to result in rear-end collisions.

Given a randomly ordered list, the student will list
the procedure for changing lanes. ,
Given 4 traffic situations, the student will identify
the conditions which would warrant a change of lanes.

Given various traffic situations, the student will
identify 4 conditions or situations which could force
a car to cross into his lane of travel.

The student will list 4 similiarities and differences
between lane changing and overtaking/passing.

Given a randomly ordered list, the student will
rearrange the list to the procedure for overtaking/
passing another vehicle.

The student will name 3 conditions when overtaking/
passing on the left is permitted and 3 conditions
when it is prohibited.

The student will name 2 conditions when overtaking/
passing on the right is permitted and 3 conditions
when it is prohibited.

Given various traffic situations, the student will
evaluate whether overtaking/passing a school bus is
permitted.

Given a series of slides depicting hazards when being
overtaken/passed, the student will explain the
possible procedures for minimizing the conflicts.

Given examples of being passed by 3 different size
vehicles, the student will state the effects
associated with each vehicle.

 

 

 

 

 

 

 

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29.

30.

31.

32.

33.

34.

122

Given appropriate resources, the student will
compare similarities and differences between
automobile statistics (injuries and fatalities)
versus number of users, and motorcycle, bicycle, and
pedestrian statistics.

Given various traffic situations in which an
emergency arises, the student will describe 4 differ-

ent methods of communicating with other highway users.

Given 7 traffic situations, the student will identify
and explain the traffic laws that apply.

Given 3 traffic situations involving violations of
state laws pertaining to pedestrians, the student
will identify the violation and the correct appli-
cation of the law.

The student will define and differentiate between
absolute speed limits, prima facie speed limits,
and the basic speed law.

Given 5 major classifications of vehicles under
varying traffic and weather conditions (e.g.,
truck - heavy rain), the student will select 2 and
Specify the potential movement characteristics of
each.

I D. Intermediate Control Tasks

The student will define systematic scanning.

The student will differentiate between judgment and
evaluation, evaluation and measurement, hazard and
risk, predicting and estimating.

Given 4 different traffic situations, the Student
will list and explain the immediate hazards and
potential hazards.

The student will explain the difference between
driving strategies and driving tactics; strategic
driving and defensive driving, citing examples of
each.

The student will define commentary driving.

 

 

 

 

 

 

 

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10.

11.

12.

13.

14.

15.

16.

17.

123

Given 4 traffic situations in which the driver is
in violation of laws applying in cities and towns,
the student will identify the violation and the
correct application of the law.

Given 8 slides of traffic situations, the student
will verbally state the potential hazards associated
with city and residential driving.

The student will list 4 local examples of specific
characteristics for the urban highway setting.

Given 5 types of intersections, the student will
indicate the proper traffic movement associated with
each.

Given diagrams of intersection conflicts, the
student will identify the potential conflicts and
suggest driving methods of reducing the risks.

Given various traffic situations, the student will
list and explain the clues present that would assist
in estimating the speed of the motor vehicles.

Given city traffic situations, the student will
identify relevant cues for avoiding hazardous

, situations associated with city traffic.

Given 3 randomly ordered lists of possible parking

maneuvers, the student will rearrange the lists to

form the sequence of steps for each type of parking
maneuver.

Given 4 parking related situations, the student will
identify potential conflict areas for parking and
ways of minimizing them.

Given a series of traffic situations, the student
will describe the space requirements and vehicle
positioning distance to the front and rear.

Given traffic situations in which the driver is in
violation of laws applicable on highways and rural
areas, the student will identify the violation and
the correct application of the law.

The student will cite 3 ways in which highway
driving differs from city driving.

 

 

 

 

 

 

 

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18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

124

The student will explain the effects of friction on
gravel roads.

The student will identify the effects of increased
speed on kinetic energy and stopping distances.

The student will identify the effects of increased
speed when rounding corners.

The student will identify the effects of gravity
when going up and down hills.

The student will identify at least 5 potential
hazards associated with rural and/or highway
driving.

The student will list 4 local examples of specific
characteristics for the rural highway setting.

Given 4 slides of different driving situations, the
student will explain methods for reducing potential
conflicts.

The student will cite 4 ways in which expressway

, driving differs from highway and city driving.

Given 4 traffic situations in which the driver is in
'violation of laws applicable to expressway driving,
the student will identify the violation and the
correct application of the law.

The student will identify the effect of increased
speed on friction and force of impact.

Given 2 randomly ordered lists, the student will
'reorder the lists to form the pr0per sequence of
steps fOr merging and exiting the expressway.

The student will list 5 safety engineering features
found on expressways.

The student will identify 5 potential engineering
hazards found on expressways.

 

 

 

 

 

 

 

 

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31.

32.

33.

34.

35.

36.

37.

38.

39.

40.

125

 

Extremely
Unsuited
Unsuited
Neither Suited
Nor Unsuited
Suited
Extremely
Suited

The student will evaluate the advantages and

 

 

 

 

 

 

disadvantages of 3 types of vehicles encountered
in expressway driving.

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The student will explain the procedure for making a
roadside stop if an emergency situation arises. S 4 3 2 l

The student will identify 5 potential conflict areas

likely to result in accident involvement on

expressways, citing techniques for minimizing such

potentials. S 4 3 2 l

The student will list 4 local examples of specific
characteristics for the expressway setting. 5 4' 3 2 1

Given various types of vehicles (e.g., subcompact,

medium size car, truck, etc.), the student will

identify and briefly explain the convenience,

comfort, cost, amount of time needed, and season of

the year factors when traveling. 5 4 3 2 1

Given an origin and destination point for a trip, the

student will state the best route, desired times to

travel, cost, planned stops, and amount of time

needed. 5 4 3 2 1

Given a case study situation, the student will list

3 legal and personal requirements necessary for a trip

(e.g., localized laws, amount of money needed, camper

facilities, etc.). 5 4 3 2 1

Given certain conditions for a pre-planned trip, such

as time of year, number of people, origin, and

destination, the student will state and briefly

justify the necessary equipment to be taken. 5 4 3 2 1

Given varying origin and destination points, the
student will list all necessary parts of the vehicle -
to be checked. 5 4 3 2 l

The student will demonstrate the prOper procedure for
loading objects securely in the passenger area, trunk,
and on the roof for a trip. 5 4 3 2 l

 

10.

11.

12.

126

 

 

 

 

 

 

 

 

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Given appropriate medical personnel, the student will ”4 3 3 2 Z V’ “4‘”
take a visual screening test to determine visual
impairments that could affect driving performance. 5 4 3 2 l
The student will identify 5 visual abilities necessary
to be a competent driver and cite their relationship
to the driving task. 5 4 3 2 l
The student will name 4 basic parts of the eye and
state their function as related to driving. 5 4 3 2 l
The student will identify 3 environmental elements
that could reduce visibility, explain their potential
effect, and suggest methods of compensation. S 4 3 2 l
The student will explain the 5 steps involved in the
Smith System. 5 4 3 2 l
The student will list 5 physical factors that may
influence the driver and state the importance of each. 5 4 3 2 1
Given 5 physical deficiencies which could affect
driving, the student will state 2 means of
compensating for each. 5 4 3 2 1
Given 5 common distractions occurring inside the
vehicle while driving, the student will state methods
of compensating. S 4 3 2 1
Given 5 common distractions occuring outside the
vehicle in the driving environment, the student will
write suggestions for overcoming them. 5 4 3 2 1
Given 2 case study situations, the student will
identify the 2 emotions influencing driver perform-
ance, stating how to best cOpe with each. 5 4 3 2 1
Given 2 psychological conditions influencing driver
performance, the student will classify them as
permanent or temporary, citing the driving ability
affected and suggesting methods of compensation. 5 4 3 2 1
Given 3 personality traits, the student will state
their influence on one's ability to drive safely and
efficiently. S 4 3 2 l

 

13.

14.
IS.
l6.
l7.
18.
19.

20.

21.
22.

23.

24.

25.

127

The student will define self-concept and explain

how one's self concept can influence driving behavior.

Given a list of tasks and traits, the student will
identify why each is important to becoming a safer
and more efficient driver.

The student will orally describe 3 common risks
taken by drivers.

Given hypothetical situations, the student will
explain how high versus low risk acceptance would
make a difference when making decisions related to
traffic flow and critical systems tasks.

Given 4 human motivations, the student will explain
their effect on young driver performance and suggest
possible methods of compensation.

Given apprOpriate accident data, the student will
formulate 3 reasons for the higher incidence of young
driver accidents.

The student will explain the process of how fatigue
interferes with the human functions required in
driving.

The student will list 4 personal guidelines for
minimizing the danger of fatigue while driving.

Given a list of 4 sources of carbon monoxide, the
student will list precautionary measures to counter-
act them insofar as driving performance is affected.

 

 

 

 

 

 

 

 

The student will describe 4 effects of carbon monoxide,

the danger levels, and the conditions that increase
carbon monoxide poisoning.

The student will list 2 ways of not being a threat to
drivers when he has been drinking.

The student will list 4 physical effects of alcohol on

the human body .

The student will list 2 organs of the body distinctly
affected by alcohol and describe the effect.

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26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

36.

128

 

 

 

 

 

 

 

 

 

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The student will correctly trace the route of alcohol ‘2 2 2 '3 8 'S '§'§
in the body from the mouth to its elimination, ”‘1 D D 2 z m mm
identifying factors that influence absorption and
elimination. S 4 3 2 l
The student will identify 2 psychological effects
of alcohol and state how these relate to the driving
task. 5 4 3 2 l
The student will list 2 social reasons for using
alcohol. 5 4 3 2 1
Given appropriate resources, the student will
identify the relationship between accident involve-
ment and drinking. 5 4 -3 2 l
The student will identify the legal definition of
driving while under the influence and state the
tests used for determination. S 4 3 2 1
Given the names of 4 drugs, the student will identify
their major effects on the human body. 5 4 3 2 1
Given 3 major classifications of drugs, the student
will describe their major effects on the human body. 5 4 3 2 l
The student will compare and evaluate the effects of
' drugs and alcohol on the higher brain and nerve
centers. 5 4 3 2 1
Given case study situations, the student will explain
_3 methods for controlling the drinking driver and drug
abuse problem among teenagers. 5 4 3 2 l
The student will name 3 social pressures associated
with drug usage. 5 4 3 2 l
'The student will describe the possible effects of 4
over the c0unter drugs when related to the driving
task. 5 4 3 2 1
F. The Vehicle
'The student will explain periodic maintenance. 5 4 3 2 1
Given a list of vehicle inspection items, the student
will cite the importance of each when making a
'periodic vehicle inspection. 5 4 3 2 l

10.

11.

12.

.13.

14.

15.

129

Given a hypothetical situation, the student will
explain 4 warning signs of a potential vehicle
malfunction.

Given a diagram of the power train, the student will
trace the power from the engine to the rear wheels
describing the function of each of the major parts.

The student will describe how the fuel and electrical
systems interact to create power.

Given 3 different vehicles (e.g., compact, medium
size car, etc.), the student will explain how
maintenance will vary with different automobiles.

Given an owner's manual, the student will set up a
preventive maintenance schedule for a family
automobile.

Given 3 hypothetical situations, the student will
identify the signs and symptoms of vehicle
malfunctions, name the vehicle subsystem affected,
and state the consequences if the condition is not
corrected.

.7 Given a list of 4 symptoms or signs of engine mal-

functions, the student will classify them according
to the engine subsystems involved.

Given 3 different types of tires, the student will
identify the major characteristics of each.

The student will list 4 reasons why good tire care
is import ant .

The student will list all requirements of the state
vehicle inspection.

'The student will demonstrate the procedure for
changing a tire.

Given appropriate resources, the student will
describe the buyer/seller reSponsibilities involving
the vehicle warranty/guarantee.

The student will define no-fault insurance.

 

 

 

 

 

 

 

 

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16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

130

Given 3 case studies of persons with varied driving
histories attempting to obtain automobile insurance,
the student will identify the factor(s) affecting the
insurance costs.

Given 4 types of automobile insurance, the student
will state the protection aspects of each.

The student will orally state the procedure to be
followed when he is involved in a traffic collision.

Given a hypothetical traffic accident situation, the
student will outline the procedure to follow when
approaching the scene of an accident.

Given a description of a traffic accident, the
student will analyze and state the factors involved
in the accident. Using the definitions for accident,
reportable accident, and traffic accident, state the
appropriateness of each with the particular accident

_ being described.

Given the details of a traffic accident in which the
individual student is involved, the student will
fill out an accident report form and identify where
the report should be sent.

Given a case study situation, the student will
compare/contrast 5 vehicle characteristics likely to
influence the purchase price.

Given case study situations, the student will list
the advantages and disadvantages of purchasing a
used versus a new car.

‘The student will list 8 vehicle checks to consider
when purchasing a new or used car.

Given 3 financial methods for purchasing a car, the
student will explain the advantages and disadvantages
of each.

Given a case study situation, the student will
determine the financial responsibility involved in
purchasing a car.

 

 

 

 

 

 

 

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10.

11.

.131

G. System Improvement

 

The student will define the different kinds of
traffic laws and state their purpose.

The student will explain the role of traffic police
in relation to the highway transportation system.

The student will state the processes by which traffic
laws are formulated.

The student will explain the functions 6f a traffic
COUI't .

The student will orally state the procedure in
applying for a driver's license.

Given a series of case studies, the student will
list 4 ways in which a driver's license can be
suspended or revoked.

The student will differentiate between an operator's
license and a chauffeur's license.

The student will list the responsibilities of a
traffic engineer.

Given 4 case studies, the student will state 4 ways
in which traffic engineering can aid in accident
reduction.

Given 3 possible road surfaces, the student will
list a specific characteristic of each type.

Given a list of financial sources, the student will
identify where the money is obtained to pay for roads
and state 2 reasons for high costs.

H. Advanced Control Tasks

 

Given 3 hazards associated with night driving, the

student will explain suitable methods of compensation.

The student will identify 4 weather conditions likely
to make driving hazardous and state why each is a
hazard.

 

 

 

 

 

 

 

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wind, rain, etc.), the student will explain the
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4. The student will suggest compensatory measures for 4
factors likely to result in less gripping efficiency
on the roadway. 5 4 3 2 l

5. The student will state 3 factors that could reduce
friction in controlling a vehicle. 5 4 3 2 l

6. Given the I-P-D-E concept, the student will explain
possible human behaviors that are needed to cope
with emergency hazards. 5 4 3 2 l

7. Given a hypothetical situation, the student will
explain the method and hazards when pushing another
vehicle. 5 4 3 2 l

8. Given a hypothetical situation, the student will
explain the method and hazards when being pushed by
another vehicle. 5 4 3 2 l

9. The student will list the pr0per human responses for
off-road recovery, evading obstacles in path ahead,
skidding, and hydroplaning. S 4 3 2 1

10. The student will identify the steps to take should
one of the following occur: tire failure, brake
failure, accelerator stick, hood flies up, engine
stall, loss of steering, headlight failure. 5 4 3 2 l

L A B O R A T O R Y P H A S E
NOTE: For each of the following, it is assumed that a
driver education vehicle or other synthetic training

device is used to accomplish these objectives.

A. Basic Control Tasks

 

1. The student will identify all driving controls. 5 4 3 2 l

2. The student will identify all gauges on the vehicle,

explain their purpose, and interpret their meaning. 5 4 3 2 l

10.

11.

12.

13.

14.

15.

133

The student will identify 6 safety features on the
vehicle and state their purpose.

The student will identify 6 comfort and convenience
devices.

The student will perform pre-ignition control tasks
prior to moving the vehicle.

The student will perform the task of starting the
engine at various designated locations.

The student will put the car in motion at various
designated locations.

The student will steer the vehicle in a straight
path at a constant speed.

The student will perform the procedure for stopping
the vehicle at designated locations.

The student will demonstrate the procedure for
securing the vehicle.

The student will demonstrate the procedure for
leaving the vehicle in a parked position.

The student will demonstrate the procedure for
performing left and right turns from two-way streets
to two-way streets.

The student will steer the car in a straight backward
path at a constant speed.

The student will demonstrate his understanding of
warning, regulatory, and service and guide signs
through pr0per action at all times.

The student will demonstrate his utilization of
traffic signals when confronted: traffic control
signals, flashing lights, lane control signals,
pedestrian signals, school bus signals, emergency
vehicle signals, railroad signals.

 

 

 

 

 

 

 

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16.

17.

134

The student will demonstrate his understanding and
utilization of pavement markings when confronted with
the following: center lines, stop lines, no passing
zones/lines, solid yellow lines, turn lane/lines,
crosswalk lines.

The student will demonstrate his acceptance of rights
and responsibilities of others in right-of—way
situations: controlled intersection, uncontrolled
intersection, right-of-way situations, conflict
situations between intersections, pedestrian
situations, emergency vehicle situations.

8. Intermediate Control Tasks

 

The student will demonstrate the procedure for lane
changing.

The student will demonstrate the turning procedures
for: two-way street to one-way street, one-way
street to two-way street, one-way street to one-way
street.

The student will back the vehicle into a variety of
positions: backs the vehicle around a corner, backs
the vehicle out of a driveway, "Y" or 3—point turn,
Z-point turn, backs through a line of markers weaving
to the left and right and not deviating more than one-
half car width from the markers.

The student will demonstrate the ability to make
appropriate time-speed-distance estimates for control
of the vehicle.

The student will demonstrate commentary driving.

C. Driving Environments

 

The student will perform simple vehicle operational
tasks under normal traffic conditions in city and
residential areas.

The student will recognize and respond to obstacles
and potential obstacles in the vehicle path on city
and residential streets.

The student will demonstrate speed control when
driving on a highway.

 

 

 

 

 

 

 

 

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135

The student will perform passing procedures on the
highway applying the I-P-D-E concept.

The student will demonstrate ways of minimizing
potential conflicts while driving on a highway.

The student will demonstrate the procedure for
merging on an expressway.

The student will demonstrate the procedure for
exiting from the expressway.

The student will demonstrate ways of minimizing
potential conflicts while driving on an expressway.

The student will demonstrate speed control when
driving on an expressway.

D. Parking

The student will demonstrate his ability to secure
the vehicle and leave the area on an incline: with a
curb and without a curb.

The student will demonstrate his ability to secure
the vehicle and leave the area on a decline: with a
curb and without a curb.

The student will demonstrate the procedure for
parallel parking between 2 cars, left and right sides
of the street, and explain ways of minimizing conflict
areas.

The student will demonstrate the procedure for angle
parking, left and right sides of the street, and
explain ways of minimizing potential conflicts.

The student will demonstrate the procedure for
perpendicular parking (left or right) and explain
ways of minimizing potential conflicts.

 

 

 

 

 

 

 

 

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136

B. Advanced and Emergency Situations

 

Given 8 control tasks, the student will perform 6
using a manual shift vehicle: securing the vehicle
at designated locations, left and right turns,
proper Speed control techniques, parallel parking
between 2 cars, entering an expressway, exiting an
expressway, simple vehicle operational tasks under
normal traffic conditions in city and residential
areas.

The student will demonstrate his skill at towing a
vehicle given a series of manuevers to perform.

The student will demonstrate abort passing by braking
and dropping back to the proper lane without conflict.

The student will stop the vehicle using the park
brake and engine drag while maintaining lane position
and car control.

The student will st0p and secure the vehicle without
crossing an Opposing lane of traffic or violently
stopping in the event of a stuck accelerator.

The student will turn a corner and come to a complete
stop without power assistance.

When exposed to a skid situation, the student will
demonstrate the procedures for skid control.

The student will control the vehicle when it has
run off the edge of the pavement and regain road
surface without crossing a lane of traffic at a
speed of 20-30 mph.

The student will maintain vehicle control when
confronted with a sudden loss of tire pressure.

 

Neither Suited
Nor Unsuited

Suited

 

Extremely
Unsuited
Unsuited
Extremely
Suited

 

 

 

 

 

 

APPENDIX B

BELATED RETURN OF QUESTIONNAIRE LETTER

137

BELATED RETURN OF QUESTIONNAIRE LETTER

1114 Kimberly Drive
Lansing, Michigan 48912
April 7, 1975

Dr. Robert A. Ulrich, Head

Safety Department

Central Missouri State University
Warrensburg, Missouri 64093

Dear Dr. Ulrich,

This letter is in regard to our recent phone conversation
in which you indicated a willingness to complete a
questionnaire concerning driver education performance
objectives.

Nearly one month has passed since you received the
Performance Objectives Questionnaire. In an effort to
analyze the data and meet the graduation deadline
requirements, I'd appreciate your completing it as soon
as possible. If you have just completed and mailed the
questionnaire, please disregard this letter.

I will certainly appreciate your assistance and look
forward to receiving the questionnaire.

Sincerely,

(Mrs.) Ann Johnson

APPENDIX C

PERFORMANCE OBJECTIVES RATED UNSUITABLE
BY BOTH GROUPS

138

Table 8

Performance Objectives Rated Unsuitable
by Both Groups

 

 

 

 

 

 

 

Performance Mean
Category Objective Score
Classroom
Highway 2 2.79
Transportation 4 2.82
System 11 2.64
12 2.39
13 2.50
14 2.82
Intermediate 35 2.61
Control Tasks 37 2.64
38 2.75
40 2.75
Driver Fitness 3 3.36
Tasks
The Vehicle 4 2.89
5 2.89
6 2.86
8 2.71
9 2.71
10 2.71
12 2.61
13 2.43
14 2.71
20 2.46
22 2.96
23 2.54
24 2.32
25 2.61
System 3 2.57
Improvement 8 3.00
9 2.57
11

2.86

 

139

Table 8 (cont'd)

 

 

 

Performance Mean
Category Objective Score
Laboratory
Advanced and
Emergency 2 2.93

Situations

 

APPENDIX D

CONTENT AND SUITABILITY OF PERFORMANCE
OBJECTIVES BY BOTH GROUPS

140

 

Table 9

Content and Suitability of Performance
Objectives Rated by Both Groups

P H A S E

Suited by

C L A S S R O O M

 

Suited Only

 

Both Groups

Suited Only
by Instructors

 

by Experts

 

Unsuited by

Both Groups

 

 

A. Highway Transportation System

 

The student will define the highway
transportation system.

The student will list the 6 major subsystems
of the transportation system.

Given a list of parts, the student will
select 3 major components of the highway
transportation system.

Given a list of resources, the student will
collect data about the number and types of
highway vehicles, number and types of system
users, types of highways, and mileage figures
to define the highway transportation system
as a complex man-machine system.

Given a hypothetical situation, the student
will describe the effect of variations in
vehicles, highways, and drivers that
characterize the highway transportation
system.

Given a series of 5 driving scenes, the
student will list the factors in the traffic
scene, driving decisions, environmental
conditions, and vehicle control factors. x

The student will define sensing,perception,
judgment, skill, interpret, and process,
explaining their relationship to the driving
task. x

The student will explain why "competent
driving is largely a matter of making wise
decisions". x

141

 

d'by

T

 

"if

Ulte

1y

 

Both Groups

__—

Suited On

 

‘by Experts

Suited Only

by Instructors
Unsuited by

 

 

'Both Groups

 

The student will explain why driving should
or should not be considered as primarily a
mental and social task.

The student will define,identify, predict,
decide, and execute as they relate to the
driving task.

Given 6 criteria for measuring the effec-
tiveness of the highway transportation
system, the student will select 3 and
explain the role of each as an evaluation
instrument.

Given 3 hinderances that prevent the
solution to the highway accident problem
the student will explain the reasons why
they hinder the system and suggest methods
of compensation.

Given a list of the current highway safety
program standards, the student will select
3 and decide their role in improving
highway safety.

The student will list 5 different kinds of
agencies and organizations influencing
highway safety and describe their influence
on the local highway safety environment.

The student will evaluate 3 driving tasks
and determine factors comprising each.

B. Vehicle Familiarization

 

The student will state the purpose of all
information gauges on an automobile.

10.

11.

142

The student will identify 6 starting and
vehicle control devices on the interior of
an automobile and state their purpose.

The student will list 6 safety elements
found in the interior of an automobile and
state their purpose.

The student will verbalize the procedure
for checking the car before entering.

 

 

 

 

 

 

 

Given a randomly ordered list of pre-ignition

control tasks, the student will organize it

into the sequence of steps.

The student will identify 2 advantages of
using restraining devices.

Given a randomly ordered list, the student

willifist the sequence of steps for starting

the engine.

Given a randomly ordered list, the student
will list the sequence of steps for
leaving an area from a parked position.

Given a randomly ordered list, the student
will list the sequence of steps for
stopping the vehicle.

The student will identify those natural
forces affecting the vehicle when stopping
and starting and suggest methods of
compensation.

Given a randomly ordered list, the student
will verbalize the sequence of steps for
securing the vehicle.

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143

C. Basic Control Tasks

The student will verbalize the proper
sequence of steps for making left and
right turns.

The student will verbalize the vehicle
position when making left and right turns
on one and two-way streets.

The student will explain those natural
forces affecting the vehicle when making
left and right turns and suggest methods
of compensation.

The student will explain the natural law
affecting the vehicle going up and down
a hill and the proper method for main-
taining speed control.

Given various traffic situations, the
student will identify 3 techniques for
maintaining proper speed control.

Given a variety of pictures of traffic
signs, the student will identify 12 traffic
signs according to their purpose, color,
shape, and driver action.

The student will identify 5 traffic signals
according to their purpose, color and driver
action.

Given 3 traffic situations, the student will
list 4 ways of maintaining a space cushion.

The student will explain the meaning of
acceleration, stability, handling, road
feel, cornering, oversteering, and under-
steering.

 

 

 

 

 

 

 

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10.

11.

12.

13.

14.

15.

16.

17.

18.

144

 

Suited by
Both Groups

Given a series of traffic situations, the

Suited Only
bygExperts

 

 

student will evaluate the effects of

Suited Only

 

by Instructors
Unsuited by

 

 

‘Both Groups

 

speed, directional control, and
positioning on the space cushion. x

Give case study situations, the student
will explain methods for establishing
proper following distances. x

The student will define yield, right-of-
way merging traffic, speeding, excessive
speed, common speed, reasonable and prudent
speed, and last clear chance. x

Given a series of traffic situations, the
student will identify the vehicle blind
spots and explain techniques of minimizing
the hazard. x

Given a formula and 4 different speeds,
the student will compute the automobile
stopping distance. x

Given a formula and 4 different types of
vehicles under varying circumstances (e.g.,
car - snow; motorcycle - dry pavement, etc.),
the student will compute the minimum
stopping distances.

Given 3 vehicles traveling at speeds of 15,
35, and 55 mph, the student will identify
the effects of kinetic energy on stopping
distance. x

Given a series of traffic situations, the
student will state the conditions of a
proper space cushion around the vehicle.

Given a list of factors resulting in auto-
mobile accidents, the student will explain
3 factors tending to result in rear-end
collisions.

19.

20.

21

22.

23.

24.

25.

26.

27.

28.

145

 

Suited by

 

Given a randomly ordered list, the student

Both Groups
Suited Only
by Experts

 

Suited Only

 

bygInstructors
Unsuited by
Both Groups

 

 

 

will list the procedure for changing
lanes.

Given 4 traffic situations, the student will
identify the conditions which would warrant
a change of lanes.

Given various traffic situations, the
student will identify 4 conditions or sit-
uations which could force a car to cross
into his lane of travel.

The student will list 4 similarities and
differences between lane changing and
overtaking/passing.

Given a randomly ordered list, the student
will rearrange the list Of procedure for
overtaking/passing another vehicle.

The student will name 3 conditions when
overtaking/passing on the left is permitted
and 3 conditions when it is prohibited.

The student will name 2 conditions when
overtaking/passing on the right is permitted
and 3 conditions when it is prohibited.

Given various traffic situations, the
student will evaluate whether overtaking/
passing a school bus is permitted.

Given a series of slides depicting hazards
when being overtaken/passed, the student
will explain the possible procedures for
minimizing the conflicts.

Given examples of being passed by 3 different
size vehicles, the student will state the”
effects associated with each vehicle.

29.

30.

31

32.

33.

34.

146

Given appropriate resources, the student
will compare similarities and differences
between automobile statistics (injuries and
fatalities) versus number of users, and
motorcycle, bicycle, and pedestrian statis-
tics.

Given various traffic situations in which an
emergency arises, the student will describe
4 different methods of communicating with
other highway users.

Given 7 traffic situations, the student will
identify and explain the traffic laws that

apply.

Given 3 traffic situations involving
violations of state laws pertaining to
pedestrians, the student will identify the
violation and the correct application

of the law.

The student will define and differentiate
between absolute speed limits, prima facie
speed limits, and the basic speed law.

Given 5 major classifications of vehicles
under varying traffic and weather conditions
(e.g., truck - heavy rain), the student will
select 2 and specify the potential movement
characteristics of each.

C. Intermediate Control Tasks

 

The student will define systematic scanning.

The student will differentiate between
judgment and evaluation, evaluation and
measurement, hazard and risk, predicting
and estimating.

 

 

 

 

 

 

 

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10.

ll.

12.

147

 

Suited by
Both Groups

Suited Only
by Experts

 

 

The student will explain the difference

Suited Only

 

by Instructors

Unsuited by
Both Groups

 

 

 

between driving strategies and driving
tactics; strategic driving and defensive
driving, citing examples of each. x

The student will define commentary.driving.

Given 4 traffic situations in which the

driver is in violation of laws applying

in cities and towns the student will

identify the violation and the correct
application of the law. x

Given 8 slides of traffic situations, the
student will verbally state the potential
hazards associated with city and residential
driving. x

The student will list 4 local examples of
specific characteristics for the urban
highway setting. x

Given 5 types of intersections, the student
will indicate the prOper traffic movement
associated each. x

Given diagrams of intersection conflicts, the
student will identify the potential

conflicts and suggest driving methods of
reducing the risks. x

Given various traffic situations, the student
will list and explain the clues present

that would assist in estimating the speed

of the motor vehicles. x

Given city traffic situations,_the student;
will identify relevant cues for avoiding
hazardous situations associated with. ‘
city traffic.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

148

 

Both Groups
Suited Only
by;Experts

Given 3 randomly ordered lists of possible

 

 

iSuitéd by

parking maneuvers, the student will

Suited Only

 

by Instructors

Unsuited by
Both Groups

 

 

 

rearrange the lists to form the sequence of-
steps for each type of parking maneuver.

Given 4 parking related situations, the

student will identify potential conflict

areas for parking and ways of minimizing

them. x

Given a series of traffic situations, the
student will describe the space requirement

and vehicle positioning distance to the

front and rear. x

Given traffic situations in which the driver

is in violation of laws applicable on high-
ways and rural areas, the student will

identify the violation and the correct
application of the law. x

The student will cite 3 ways in which
highway driving differs from city driving. x

The student will explain the effects of
friction on gravel roads. x

The student will identify the effects of
increased speed on kinetic energy and
stopping distance. x

The student will identify the effects of
increased speed when rounding corners. x

The student will identify the effects of
gravity when going up and down hills. x

The student will identify at least 5 potential
hazards associated with rural and/or highway
driving. x

The student will list 4 local examples of
specific characteristics for the rural
highway setting. x

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

149

 

Suited by

 

Given 4 slides of different driving

Both Groups

Suited Only
by Experts

 

Suited Only

 

byilnstructors
Unsuited by
Both Groups

 

 

 

situations, the student will explain methods
for reducing potential conflicts.

The student will cite 4 ways in which
expressway driving differs from highway and
city driving.

Given 4 traffic situations in which the
driver is in violation of laws applicable
to expressway driving, the student will
identify the violation and the correct
application of the law.

The student will identify the effect of
increased speed on friction and force of
impact.

Given 2 randomly ordered lists, the student
will reorder the lists to form the proper
sequence of steps for merging and exiting
the expressway.

The student will list 5 safety engineering
features found on expressways.

The student will identify 5 potential
engineering hazards found on expressways.

The student will evaluate the advantages and
disadvantages of 3 types of vehicles encoun-
tered in expressway driving.

The student will explain the procedure for
making a roadside stOp if an emergency
situation arises.

The student will identify 5 potential
conflict areas likely to result in accident
involvement on expressways, citing techniques
for minimizing such potentials.

The student will list 4 local examples of
specific characteristics for the expressway
setting.

:4

35.

36.

37.

38.

39.

40.

150

 

 

Given various types of vehicles (e.g.,
subcompact, medium size car, truck, etc.),
the student will identify and briefly
explain the convenience, comfort, cost,
amount of time needed, and season of the
year factors when traveling. x

 

Suited by
Both‘Groups
Suited only
by Experts
Suited Only
bygInstructors
Unsuited by
Both‘Groups

 

 

 

 

Given an origin and destination point for

a trip, the student will state the best

route, desired times to travel, cost,

planned stops, and amount of time needed. x

Given a case study situation, the student

will list 3 legal and personal requirements

necessary for a trip (e.g., localized laws,

amount of money needed, camper facilities,

etc.). x

Given certain conditions for a pre-planned

trip, such as time of year, number of people,

origin, and destination, the student will

state and briefly justify the necessary

equipment to be taken. x

Given varying origin and destination points,
the student will list all necessary parts of
the vehicle to be checked. x

The student will demonstrate the proper

procedure for loading objects securely in

the passenger area, trunk and on the roof

for a trip. x

E. Driver Fitness Tasks

 

Given appropriate medical personnel, the
student will take a visual screening test

to determine visual impairments that could
affect driving performance. x

The student will identify 5 visual abilities
necessary to be a competent driver and cite
their relationship to the driving task. x

10.

11.

12.

151

 

 

 

 

 

 

 

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The student will name 4 basic parts of the
eye and state their function as related to
driving. x
The student will identify 3 environmental
elements that could reduce visibility,
explain their potential effect, and suggest
methods of compensation. x

The student will explain the 5 steps involved
in the Smith SyStem. X

The student will list 5 physical factors that
may influence the driver and state the
importance of each. x

Given 5 physical deficiencies which could
affect driving, the student will state 2
means of compensating for each. x

Given 5 common distractions occuring inside
the vehicle while driving, the student will
state methods of compensating. x

Given 5 common distractions occuring outside
the vehicle in the driving environment, the
student will write suggestions for overcoming
them. x

Given 2 case study situations, the student

will identify the 2 emotions influencing

driver performance, stating how to best cope
with each. x

Given 2 psychological conditions influencing
driver performance, the student will classify
them as permanent or temporary, citing the
driving ability affected and suggesting methods
of compensation. x

Given 3 personality traits, the student will
state their influence on one's ability to
drive safely and efficiently. x

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

152

 

Suited Only
by Experts

 

 

Suited Only

 

by Instructors

 

Unsuited by
both Groups

 

 

8‘
>123
:20
H
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The student will define self-concept and a 8
explain how one's self concept can
influence driving behavior. x

Given a list of tasks and traits, the

student will identify why each is important
to becoming a safer and more efficient
driver. X

The student will orally describe 3 common
risks taken by drivers. x

Given hypothetical situations, the student
will explain how high versus low risk
acceptance would make a difference when
making decisions relating to traffic flow
and critical systems tasks. x

Given 4 human motivations, the student will
explain their effect on young driver per—
formance and suggest possible methods of
compensation. x

Given appropriate accident data, the student
will formulate 3 reasons for the higher
incidence of young driver accidents. x

The student will explain the process of how
fatigue interferes with the human functions
required in driving. x

The student will list 4 personal guidelines
for minimizing the danger of fatigue while
driving. x

Given a list of 4 sources of carbon monoxide
the student will list precautionary measures
to counteract them insofar as driving
performance is affected. x

The student will describe 4 effects of carbon

monoxide, the danger levels, and the condi-

tions that increase carbon monoxide poisoning.
x

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

153

 

 

 

Suited by
Both Groups

Suited Only
bypExperts

 

Suited Only

by Instructors

 

Unsuited by
Both Grou

S

 

The student will list 2 ways of not being
a threat to drivers when he has been drinking. x

The student will list 4 physical effects of
alcohol on the human body. x

The student will list 2 organs of the body
affected by alcohol and describe the effect. x

The student will correctly trace the route of
alcohol in the body from the mouth to its
elimination, identifying factors that influence
absorption and elimination.

The student will identify 2 psychological
effects of alcohol and state how these relate
to the driving task.

The student will list 2 social reasons for
using alcohol.

Given appropriate resources, the student will
identify the relationship between accident
involvement and drinking. x

The student will identify the legal defini-
tion of driving while under the influence
and state the tests used for determination. x

Given the names of 4 drugs, the student will
identify their major effects on the human
body.

Given 3 major classifications of drugs, the
student will describe their major effects on
the human body. x

The student will compare and evaluate the
effects of drugs and alcohol on the higher
brain and nerve centers. x

Given case study situations, the student will
explain 3 methods for controlling the drinking
driver and drug abuse problem among teen-
agers. x

 

35.

36.

154

 

by Instructors

Unsuited by
Both Groups

 

 

 

 

 

Suited by
Both Groups
Suited Only
by Experts
Suited Only

 

The student will name 3 social pressures
associated with drug usage.

X

The student will describe the possible
effects of 4 over the counter drugs when
related to the driving task. x

F. The Vehicle

 

The student will explain periodic
maintenance. x

Given a list of vehicle inspection items,

the student will cite the importance of

each when making a periodic vehicle

inspection. x

Given a hypothetical situation, the student
will explain 4 warning signs of a potential
vehicle malfunction. x

Given a diagram of the power train, the

student will trace the power from the

engine to the rear wheels describing the

function of each of the major parts. x

The student will describe how the fuel and
electrical systems interact to create power. x

Given 3 different vehicles (e.g., compact,

medium size car, etc.), the student will

explain how maintenance will vary with

different automobiles. x

Given an owner's manual, the student will
set up a preventive maintenance schedule
for a family automobile. x

Given 3 hypothetical situations, the

student will identify the signs and symptoms

of vehicle malfunctions, name the vehicle sub-

system affected, and state the consequences if

the condition is not corrected. x

 

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

155

 

 

 

Suited by
Both Groups
Suited Only
by Experts

 

Suited Only

 

by Instructors
Unsuited by

 

Both Groups

 

Given a list of 4 symptoms or signs of
engine malfunctions, the student will
classify them according to the engine
subsystems involved.

Given 3 different types of tires, the
student will identify the major
characteristics of each.

The student will list 4 reasons why good
tire care is important. x

The student will list all requirements of
the state vehicle inspection

The student will demonstrate the procedure
for changing a tire.

Given apprOpriate resources, the student
will describe the buyer/seller responsi-
bilities involving the vehicle warranty/
guarantee.

The student will define no-fault
insurance. x

Given 3 case studies of persons with varied
driving histories attempting to obtain auto—
mobile insurance, the student will identify
the factor(s) affecting the insurance costs.

Given 4 types of automobile insurance, the
student will state the protection aspects
of each. x

The student will orally state the procedure
to be followed when he is involved in a
traffic collision. x

Given a hypothetical traffic accident
situation, the student will outline the
procedure to follow when approaching the

scene of an accident. x

20.

21.

22.

23.

24.

25.

26.

156

 

Suited by

Both Groups
Suited Only
by Experts
Suited Only
by Instructors
Unsuited by
Both Groups

 

 

 

 

 

Given a description of a traffic accident,
the student will analyze and state the
factors involved in the accident. Using the
definitions for accident, reportable accident

and traffic accident, state the appropriate-

ness of each with the particular accident

being described. ‘ x

 

Given the details of a traffic accident in
which the individual student is involved,

the student will fill out an accident

report form and identify where the report
should be sent. x

Given a case study situation, the student will
compare/contrast 5 vehicle characteristics
likely to influence the purchase price. x

Given case study situations, the student
will list the advantages and disadvantages
of purchasing a used versus a new car. x

The student will list 8 vehicle checks to
consider when purchasing a new or used car. x

Given 3 financial methods for purchasing a
car, the student will explain the advan-
tages and disadvantages of each. x

Given a case study situation, the student
will determine the financial responsibility
involved in purchasing a car. x

G. System Improvement

 

The student will define the different kinds
of traffic laws and state their purpose. x

The student will explain the role of traffic
police in relation to the highway transpor-
tation system. x

The student will state the processes by which
traffic laws are formulated. X

10.

11.

157

 

 

 

 

 

 

 

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The student will explain the functions
of a traffic court. x
The student will orally state the procedure
in applying for a driver's license. x
Given a series of case studies, the student
will list 4 ways in which a driver's license
can be suspended or revoked. . x
The student will differentiate between an
operator's license and a chauffeur's
license. x
The student will list the responsibilities
of a traffic engineer. x
Given 4 case studies, the student will
state 4 ways in which traffic engineering
can aid in accident reduction. x
Given 3 possible road surfaces, the student
will list a specific characteristic of each
type. x
Give a list of financial sources, the student
will identify where the money is obtained to
pay for new roads and state 2 reasons for
high costs. x

H. Advanced Control Tasks

 

Give 3 hazards associated with night driving
the student will explain suitable methods of
compensation. x

The student will identify 4 weather conditions
likely to make driving hazardous and state why
each is a hazard. x

Given various weather conditions (e.g., fog,
snow, wind, rain, etc.), the student will
explain the necessary driving precautions to
take. x

158

 

 

 

 

 

 

 

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4. The student will suggest compensatory mmmgmgpm
measures for 4 factors likely to re- ‘
sult in less gripping efficiency on
the roadway. x

5. The student will state 3 factors that
could reduce friction in controlling a
vehicle. x

6. Given the I-P-D-E concept, the student x
will explain possible human behaviors that
are needed to cope with emergency hazards.

7. Given a hypothetical situation, the student
will explain the method and hazards when
pushing another vehicle. x

8. Given a hypothetical situation, the student
will explain the method and hazards when being
pushed by another vehicle. x

9. The student will list the proper human
responses for off-road recovery, evading
obstacles in path ahead, skidding, and
hydroplaning. x

10. The student will identify the steps to take
should one of the following occur: tire
failure, brake failure, accelerator stick,
hood flies up, engine stall, loss of
steering headlight failure. x

LABORATORY PHASE

NOTE: For each of the following, it is assumed that a
driver education vehicle or other synthetic training
device is used to accomplish the objectives.

A. Basic Control Tasks

l. The student will identify all driving
controls. x

 

2. The student will identify all gauges on
the vehicle, explain their purpose, and
interpret their meaning. x

10.

11.

12.

13.

14.

15.

159

 

 

 

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by Instructors
Unsuited by
Both Groups

 

 

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The student will identify 6 safety features
on the vehicle and state their purpose. x
The student will identify 6 comfort and
convenience devices. x

The student will perform pre-ignition control
tasks prior to moving the vehicle x

The student will perform the task of starting
the engine at various designated locations. x

The student will put the car in motion at
various designated locations. x

The student will steer the car in a straight
path at a constant speed. x

The student will perform the procedure
for stopping the vehicle at designated
locations. x

The student will demonstrate the procedure
for securing the vehicle. x

The student will demonstrate the procedure
for leaving the vehicle in a parked position. x

The student will demonstrate the procedure
for performing left and right turns from
two-way streets to two-way streets. x

The student will steer the car in a straight
backward path at a constant speed. x

The student will demonstrate his understanding
of warning, regulatory, and service and guide
signs through proper action at all times. x

The student will demonstrate his utilization of
traffic signals when confronted: traffic

control signals, flashing lights, lane control
signals, pedestrian signals, school bus signals,
emergency vehicle signals, railroad signals. x

 

 

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16.

17.

160

 

 

The student will demonstrate his under-
standing of pavement markings when confronte

 

 

 

 

 

with the following: center lines, stop lines,

no passing zones/lines, solid yellow lines,
turn lane/lines, crosswalk lines.

The student will demonstrate his acceptance
of rights and responsibilities of othersin
right-of-way situations: controlled inter-
section, uncontrolled intersection, right-
of-way situations, conflict situations
between intersections, pedestrian situations
emergency vehicle situations.

B. Intermediate Control Tasks

 

The student will demonstrate the procedure
for lane changing.

The student will demonstrate the turning

procedures for: two-way street to one-way
street, one-way street to two-way street,
one-way street to one-way street.

The student will back the vehicle into a
variety of positions: backs the vehicle
around a corner, backs the vehicle out of
a driveway, "Y" or 3-point turn, 2-point
turn, backs through a line of markers
weaving to the left and right and not
deviating more than one half car width
from the markers.

The student will demonstrate the ability
to make appropriate time-speed-distance
estimates for control of the vehicle.

The student will demonstrate commentary
driving.

C. Driving Environments

 

The student will perform simple vehicle Opera-
tional tasks under normal traffic conditions in

city and residential areas.

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161

 

 

Suited by
Both Groups
-Suited Only
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‘Suited Only

The student will recognize and respond to

 

obstacles and potential obstacles in the

 

be'Instructors

.Unsuited by
'Both'Groups

 

 

 

vehicle path on city and residential streets. x
The student will demonstrate speed control
when driving on a highway. x

The student will perform passing procedures
on the highway applying the I-P-D-E concept. x

The student will demonstrate ways of mini—
mizing potential conflicts while driving on
a highway. x

The student will demonstrate the procedure
for merging on an expressway. x

The student will demonstrate the procedure
for exiting from the expressway. x

The student will demonstrate ways of mini—
mizing potential conflicts while driving
on an expressway. x

The student will demonstrate speed control

when driving on an expressway. x
D. Parking

The student will demonstrate his ability to
secure the vehicle and leave the area on an
incline: with a curb and without a curb. x

The student will demonstrate his ability to
secure the vehicle and leave the area on a
decline: with a curb and without a curb. x

The student will demonstrate the procedure

for parallel parking between 2 cars, left and
right sides of street, and explain ways of
minimizing conflict areas. x

The student will demonstrate the procedure
for angle parking, left and right sides of
the street, and explain ways of minimizing
potential conflicts. x

162

 

 

 

 

 

 

 

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The student Will demonstrate the procedure “1 m ‘0 Q “3 3 D m
for perpendicular parking (left or right)
and explain ways of minimizing potential
conflicts. x

E. Advanced and Emergengy Situations

 

Given 8 control tasks, the student will perform

6 using a manual shift vehicle: securing the
vehicle at designated locations, left and right
turns, prOper speed control techniques, parallel
parking between 2 cars, entering an expressway,
exiting an expressway, simple vehicle operational
tasks under normal traffic conditions in city

and residential areas. X
The student will demonstrate his skill at

towing a vehicle given a series of maneuvers

to perform. x

The student will demonstrate abort passing by
braking and dropping back to the proper lane
without conflict. x

The student will step the vehicle using the
park brake and engine drag while maintaining
lane position and car control x

The student will stop and secure the vehicle
without crossing an opposing lane of traffic
or violently stOppimjin the event of a stuck
accelerator. x

The student will turn a corner and come to a
complete stop without power assistance. x

When exposed to a skid situation, the student
will demonstrate the procedures for skid
control. x

The student will control the vehicle when it
has run off the edge of the pavement and
regain road surface without crossing a lane
of traffic at a speed of 20-30 mph.

163

 

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The student will maintain vehicle control

when confronted with a sudden loss of tire

pressure.

9.

BIBLIOGRAPHY,

164

BIBLIOGRAPHY
Primary Sources

American Driver and Traffic Safety Education Association.
Policies and Guidelines for Driver and Traffic Safety
Education. Washington, D.C.: ADTSEA, 1974.

 

Automotive Safety Foundation. Resource Curriculum in Driver
and Traffic Safety Education. Washington, D.C.:
Automotive Safety Foundation, 1970.

 

Blishen, Edward (ed.). Encyclopedia of Education. New York:
Philosophical Library, Inc., 1970.

Bloom, Benjamin S. Education Evaluation: New Roles New
Menas, The Sixth-eight Yearbook of the National Society of

Education, Part II. Chicago: University of Chicago Press,
1969.

Canfield, Albert. "A Rationale for Performance Objectives,"
Audiovisual Instruction, XIII (February, 1969), 127-129.

Davies, Ivor K. Competencnyased Learning: Technology,
Management and Design. New York: McGraw-Hill Book
Company, 1973.

Good, Carter V. (ed.). Dictionary of Education. 2nd ed. New
York: McGraw-Hill, 1973. '

Gustafson, Kent. Personal interview. December 19, 1974.

Highway Users Federation for Safety and Mobility. Preparation
and use of Instructional Modules in Driver and Traffic
Safety Education. Washington, D.C.: Highway Users
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Indiana Department of Public Instruction. Indiana Driver and
Traffic Safety Education Resource Guide. Indianapolis:
Indiana Department of Public Instruction, 1974.

 

Mager, Robert F. Preparipg Instructional Objectives. Palo
Alto, California: Fearon Publishers, 1962.

McKnight, A. James. "Evaluation of the Safe Performance
Curriculum for Secondary School Driver Education," Journal
of Traffic Safety Education, XX (June, 1973), 7-8.

165

and Bert B. Adams. Driver Education Task Analysis,
Volume II: Task Analysis Methods. U.S., Department of
TranSportation, National Highway Traffic Safety Adminis-
tration Contract No. FH-ll-7336. Alexandria, Virginia:
HumRRO, 1970.

 

 

 

and Alan G. Hundt. Driver Education Task Analysis,
Volume III: Task Analysis Methods. U.S., Department
of Transportation, National Highway Traffic Safety Admin-
istration contract No. FH-ll-7336. Alexandria, Virginia:
HumRRO, 1971.

 

 

. Driver Education Task Analysis, Volume IV: The
Development of Instructional Objectives. U.S., Department
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istration Contract No. FH—ll-7336. Alexandria, Virginia:
HumRRO, 1971.

 

 

Popham, W. James. An Evaluation Guidebook. Los Angeles: The
Instructional Objectives Exchange, 1972.

 

 

. The Uses of Instructional Objectives: A Personal
Perspective. Belmont, California: Gearon Publishers,
1973.

 

 

 

Seals, Thomas A. "Accountability in Driver Education,"
Journal of Traffic Safety Education, XIX (July, 1972),
11-13.

Sullivan, Howard. Considerations in Selecting and Using
Instructional Objectives. Los Angeles: Instructional
Objectives Exchange, 1973.

 

 

Terrace, Herbert and Scott Parker. Psycholpgical Statistics
Volume III. San Rafael, California: Individual Learning
Systems, Inc., 1971.

 

Tyler, Ralph. Basic Principles of Curriculum and Instruction.
Chicago: The University of Chicago Press, 1950.

Washington Department of Public Instruction. Traffic Safeby
Education Guide. Olympia: Washington Department of Public
Instruction, 1973.

 

 

Weaver, Jack K. "A Systematic Approach to Driver Education
Accountability," Journal of Traffic Safety Education, XX

Weaver, Richard M. Scientism and Values, ed. Helmut Schoeck
and James W. Wiggins. Princeton, New Jersey: D. Van
Nostrand Company, Inc., 1960.

 

Wiener, Norbert. The Human Use of Human Beings. New York:
Doubleday and Company, Inc., 1954.

166

General References

Aaron, James E. and Marland K. Strasser. Driver and Traffic
Safepy Education: Content, Methods and Organization.
New York: Macmillan Company, 1962.

 

. Driving Task Instruction; Dual Control, Simulation
and Multiple-Car. New York: Macmillan Publishing
Company, 1974.

 

 

Albract, James Joseph. "A Process for Determining Vocational
Competencies for the Performance of Essential Activities
by Sales Personnel in the Feed Industry, and the Loci at
Which the Competencies Could be Taught." Unpublished
Doctor's thesis, 1966.

American Automobile Association. Sportsmanlike Driving.
6th ed. St. Louis: McGraw-Hill Book Company, 1970.

 

 

Bishop, Richard W., Robert M. Calvin and Kenard McPherson.
Driving: A Task-Analysis Approach. Chicago: Rand
McNally and Company, 1975.

Carter, Larry George. "The Relationship Between Teacher
Attitudes Toward Education and Teacher Ratings of
Selected Behavioral Objectives for Elementary Social
Studies." Unpublished Doctor's dissertation, University
of Michigan, 1974.

Colorado Department of Education. Colorado Traffic Safety
Education Guide. Denver: Department of Education, 1974.

 

Correll, Lou Perkins. "Correlation of Student Attitudes,
Mechanical Reasoning, and/or Personality Factors with
Performance Ability in Operating Specified Audiovisual
Equipment Through Self-Instruction. Unpublished Doctor's
dissertation, East Texas University, 1974.

Goodlad, John I. Planning and Organizing for Teaching.
Washington, D.C.: National Education Association, 1963.

Gronlund, Norman E. Stating Behavioral Objectives for
Classroom Instruction. New York: The Macmillan Company,
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Halsey, Maxwell, Richard Kaywood, and Richard A. Meyerhoff.
Let's Drive Right. 5th ed. Glenview, Illinois: Scott,
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167

Hildreth, Eddie, Jr. "A Survey for Identifying Automobile
Preventive Maintenance Instructional Material for Teacher
Preparation and High School Driver Education Curriculums."
Unpublished Doctor's thesis, Michigan State University,
1972.

Howell, Bruce. Writing and Implementipngehavorial
Objectives. Springfield, Massachusetts: Educational
Leadership Institute, 1971.

 

 

 

Illinois Department of Public Instruction. Driver Education
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Mays, Luberta Fields. "Black Children's Perception of the
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McKnight A. James and Bert B. Adams. Driver Education Task
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of Transportation, National Highway Safety Bureau Contract
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Michigan Department of Education. The Common Goals of
Michigan Education. Lansing: Department of Education.

 

 

. A Position Statement on Education Accountability.
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Nielsen, Donald Aller. "Mathematical Mini-Lessons: A Means
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Nord, James Richard. "An Exploratory Study into the Criteria
by Which Educational Objectives May be Evaluated."
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Nutter, Neill Hodges. "The Compilation and Evaluation of
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Papandrea, John Michael. "The Effectiveness of a Remedial
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Pawlowski, Joseph G. and Duane R. Johnson. Tomorrow's
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168

Popham, W. James. Evaluating Instruction. Englewood Cliffs,
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Stake, Robert E. Priorities Plannipg: Judging the Importance
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Strasser, Marland K., John R. Eales, and James E. Aaron.
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Wojcik, Robert E. "Self-Esteem and Academic Achievement of
the Skill Development Student in an Elementary School."

Unpublished Doctor's dissertation, Wayne State University,
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