A CQMPARATIVE WUDY OF 'FHE TEACHING EFFECTIVENESS OF THE AETNA DRIVO- TRAINER AND THE MULTIPLE CAR OFF—STREET DRIVING RANGE Thesis for Ike Degree of Ed. D. MICHIGAN STATE UNIVERSITY Robert Ogborn Nolan 1965 0-169 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII 3 129311046 This is to certify that the thesis entifled A COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS OF THE AETNA DRIVO- TRAINER AND THE MULTIPLE CAR OFF-STREET DRIVING RANGE presented bl] Robert Ogborn Nolan has been accepted towards fulfillment (If the requirements for LiBR A R Y Michigan Stave University Ed. D. degree inmry Education Major 'professor Date March 1. 1965 AUG 2‘0—3339 Q/Vflaf ABSTRACT A COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS OF THE MULTIPLE CAR OFF-STREET DRIVING RANGE AND THE AETNA DRIVOTRAINER by Robert Ogborn Nolan Statement of the Problem Driving simulators and multiple car off-street driving ranges are two of the methods being used in driver education programs throughout the country today: however, there exists a difference of opinion regarding the relative effectiveness of these methods. Claims have been made by the proponents of the two systems stating one method is superior to the other, but experimental evidence has never been presented to support the contentions of either side° This research study was undertaken to investigate whether students who were taught to drive by means of the AEtna Drivotrainer would be comparable when tested on attitudes, knowledge and driving skill to students who were taught to drive by use of the multiple car off—street driving range program. Robert Ogborn NOlan Description of the Methods. Techniques and Data Used Both the multiple car off-street driving range and the driving simulators used in this study are located on the campus at Michigan State University. The multiple car off-street driving range covers approximately three and one-half acres measuring four hundred and fifty-eight feet in length and three hundred and fifty-seven feet at its extreme width. The primary function of this area by reason of design, construction and use is to provide complete or major portions of behind-the- wheel experiences. Twelve automobiles were used for instructional purposes on this range, eleven of which had automatic transmissions with dual brakes and one was equip- ped with a dual brake and clutch pedal and standard trans- mission. Communication to all drivers in vehicles on the range was accomplished by the instructor using a portable transistorized horn. The AEtna Drivotrainer realistically simulates the behind—the—wheel appearance and operation of a modern automobile. Fifteen of these simulators were used in this study. By means of motion pictures projected on a large screen at the front of the classroom, students reacted to an ever-changing variety of traffic situations. Individual reSponses were automatically scored by an electronic recording device at the rear of the Drivotrainer classroom. Nine films selected from a series of twenty-six Robert Ogborn Nolan which had been produced in close association with the Drivotrainer Curriculum Committee and the Board of Education of the city of New York along with The Smith System of Non— accident Driving comprised the Drivotrainer course of study. This research study was conducted in the East Lansing High School, East Lansing, Michigan, during the school year 1959—60. Because of the high school's proximity to Michigan State University, the students in this study were easily transported in a school bus to the Drivotrainer laboratory and multiple car off—street driving range. One hundred and thirty-three students were assigned to the Drivotrainer and off-street groups from each of three driver education classes meeting daily at the high school. Groups were matched proportionately on variables of sex, age, 1.0., grade level and previous driving experience. Three graduate assistants of driver education in the Highway Traffic Safety Center at Michigan State University, who had had previous high school teaching experience in driver education, were selected to be instructors in the range and Drivotrainer programs. The instructor selected to teach the classroom work in driver education had acquired his Master's Degree in Driver Education and Traffic Safety before the study was conceived and was the regular teacher assigned this course at the East Lansing High School. Instruction in the Drivotrainer consisted of ten clock hours supplemented with three hours behind—the- wheel on-the-street and six hours of observation in a dual Robert Ogborn Nolan control car. Total instruction time for the Drivotrainer classes was eight weeks, of which the first two and one- half weeks involved instruction in the Drivotrainer with students meeting for sixty minutes, four times each week while the remaining five and one-half weeks were devoted to the supplemental three hours behind-the-wheel experience. Instruction was by means of films, verbal and manual assistance from the instructor, and the use of other teaching aids such as a chalk board, magnetic traffic board, etc. Errors made by the students were recorded automatically by the Drivotrainer master recorder. Instruction on the multiple car off-street driving range consisted of ten clock hours, during which one instructor guided three groups (eleven to twelve students per group) through a series of eight prescribed lessons. One student was assigned per car. Following a two and one-half hour instructional period on the range, these students received two hours behind—the—wheel on-the—street and four hours of observation in a dual control car. Before instruction began, all students were adminis— tered a driving attitude scale, a general opinion survey involving ideas in human relations, two driving knowledge achievement tests, and a road test conducted on the off- street range to assist in determining levels of previous driving experience. Upon completion of their instruction, all students were again measured with the same driving attitude and Robert Ogborn Nolan driving knowledge criteria. In addition, driving skill was measured by a road test administered by a skilled examiner over a previously determined course on-the—street. Statistical analysis of the data involved significance of mean differences compared by "t" tests of the critical ratios for driving knowledge and the scores of the on-the- road test. Significance of correlations between chronologi— cal age, intelligence and previous driving experiences, respectively, and the on-the-road test were tested by Chi square. Correlations between chronological age and intelligence, respectively, and the other final criteria were calculated by the product moment technique and were tested by critical ratios. The Major Findings of this Investigation The following is a summary of the major findings of this investigation: 1. After instruction, no significant differences in driving attitude scores existed between the Drivotrainer and driving range groups. 2. After instruction the second semester Drivotrainer and multiple car groups exceeded significantly the first semester Drivotrainer and multiple car groups in driving attitude. 3. After instruction no significant differences in general opinion existed between or within the Drivotrainer and multiple car groups. 10. 11. Robert Ogborn Nolan After instruction no significant differences in general driving knowledge scores existed between the Drivotrainer and multiple car groups. After instruction the Drivotrainer and multiple car boys had significantly better general driving knowledge scores than the Drivotrainer and multiple car girls. After instruction the first semester Drivotrainer and multiple car groups exceeded in a significant manner the general driving knowledge scores attained by the second semester Drivotrainer and multiple car groups. After instruction the Drivotrainer and multiple car groups were comparable with respect to specific driving knowledge scores. After instruction the scores attained by the second semester Drivotrainer and multiple car groups ex- ceeded in a significant manner the scores attained by the first semester Drivotrainer and muléple car groups on the specific driving knowledge test. The Drivotrainer and multiple car groups had no significant mean changes in driving attitude. After instruction, the Drivotrainer and multiple car groups had no significant mean changes in general opinion. Both Drivotrainer and multiple car groups made significant positive mean changes in general driving knowledge. 12° l3. 14. 15. 16. Robert Ogborn Nolan Both Drivotrainer and multiple car groups changed significantly in a positive direction in mean specific driving knowledge scores. However, the mean change for the second semester Drivo- trainer and multiple car groups was far more significant than that for the first semester Drivotrainer and multiple car groups. After instruction the differences in mean road test (vehicle handling) scores between the Drivo- trainer and multiple car groups were not signifi— cant. However, the Drivotrainer boys out performed the Drivotrainer girls at the .02 level of signifi- cance. After instruction the differences in mean road test (road problems) scores between the Drivotrainer and multiple car groups were not significant. However, the Drivotrainer boys again out performed the Drivotrainer girls at the .02 level of signifi- cance° A low but significant negative correlation was obtained in the Drivotrainer group between chronologi- cal age and performance on the "road problems" section of the on-the—road test. This negative relationship was in favor of the younger students. There were significant positive coefficients of correlation in both Drivotrainer and multiple car groups between intelligence quotients and driving knowledge scores. 17. 18. 19. Robert Ogborn Nolan The low correlations obtained for the Drivotrainer and multiple car groups when comparing intelligence and final road test scores were not significant. Previous driving experience did not correlate with either driving attitude, general opinion, or driving knowledge scores. An association significant at the .01 level was obtained between previous driving experience categories and post—test scores for the Drivotrainer group on the road problems section of the final road test. A COMPARATIVE STUDY OF THE TEACHING EFFECTIVENESS OF THE AETNA DRIVO— TRAINER AND THE MULTIPLE CAR OFF-STREET DRIVING RANGE BY Robert Ogborn Nolan A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1965 ACKNOWLEDGEMENT S The writer wishes to thank Dr. Carl H. Gross, who, as his Major Professor and Guidance Committee Chairman, provided counsel and encouragement in all phases of the study. He also wishes to express his appreciation to other members of his Guidance Committee, Dr. John A. Fuzak, Dr. William A. Mann, and Dr. George R. Myers, for giving their time, criticism and suggestions. Grateful acknowledgement is due to Mr. Gordon H. Sheehe, Director of the Highway Traffic Safety Center for making available facilities and personnel. Special thanks are extended to Dr. James E. Carnahan, Mr. Martin Dolan, Mr. Raymond Martinez, Mr. Phillip O'Leary, and Mr. Milton Rhoades for their cooperation and assistance during the teaching and testing phases of the study. Finally, to his Wife, Alice Nolan, the writer expresses greatest appreciation for her inspiration and vital moral support, without which this study would have been impossible. ii TABLE OF CONTENTS Chapter Page I. THE NATURE OF THE PROBLEM . . . . . . . . . . f—l Introduction The Problem Statement of the Problem Contributions of the Study 04> .hH Hypotheses Definition of Terms \IO\ Driver Education Behind-the-wheel Instruction Dual—control Car Observation On-the—street Training Multiple Car Off-street Driving Range AEtna Drivotrainer m\l\l\l\l'\l\l Methods of Procedure Organization of the Study KOCI) II. A DESCRIPTION OF THE MULTIPLE CAR OFF-STREET DRIVING RANGE AND THE AETNA DRIVOTRAINER . 10 Specific Areas of the Multiple Car Off-street Driving Range and Exercises Used 15 The "T" Exercise 15 The "X" Exercise 18 The Figure "8" Exercise 18 The Double Garage Exercise 18 The "Y" Turn Exercise 22 Lane Changing Exercises 22 Parking on a Hill 22 Turns 29 Angle and Parallel Parking 29 The AEtna Drivotrainer 29 The Drivotrainer Car 40 The Master Recorder 47 iii Chapter The control panel The printing mechanism The cabinet interior The Motion Picture Projector The Instructional Films The Screen Summary III. PROCEDURE . . . . . . . . . . . . . . . . Selection of the School and the Instructors Methods of Obtaining the Sample Selection of Students Assignment of Students Determining the Size of the Group Characteristics of the Students The The Distribution According to Sex Chronological Age Range Grade Level Distribution Distribution of Intelligence Quotients Distribution of Students with Varying Amounts of Driving Experiences Instructional and Testing Programs The Classroom Program The DOT Program The MCR Program The Pre—testing Program The Post-testing Program DOT and MCR Methods of Instruction The DOT Films Instructional film The test film The Instructor's Role in the DOT Classroom The DOT Group in the Dual Control Car The MCR Instructional Lessons iv Page 47 51 51 51 54 54 55 56 57 59 59 59 59 6O 61 61 66 69 73 77 79 80 80 80 81 82 82 83 83 88 89 93 Chapter The Instructor's Role on the MCR The MCR Group in the Dual Control Car The Testing Devices and Methods Achievement Test in Driver Education for Man and the Motor Car Achievement Test in Driver Education for Sportsmanlike Driving (Third Edition) The Mann Personal Attitude Survey The Sundwall General Opinion Survey On-the-road Test The Elementary Skills Test Summary IV. ANALYSIS OF THE DATA AND RESULTS . . . . . . Comparisons of Driving Attitude, General Opinion and Driving Knowledge Test Scores between and within DOT and MCR Groups before Instruction Driving Attitude Pre-test Scores General Opinion Pre-test Scores General Driving Knowledge Pre- test Scores Specific Driving Knowledge Pre- test Scores Comparisons of Driving Attitude, General Opinion and Driving Knowledge Test Scores between and within DOT and MCR Groups after Instruction Driving Attitude Post-test Scores General Opinion Post-test Scores General Driving Knowledge Post- test Scores Specific Driving Knowledge Post— test Scores Mean Changes in Driving Attitude Test Scores Mean Changes in DOT Driving Attitude Scores Mean Changes in MCR Driving Attitude Scores Page 97 97 98 98 99 99 100 100 103 103 104 105 106 106 109 111 111 113 113 116 116 119 119 121 Chapter Mean Changes in General Opinion Test Scores Mean Changes in DOT General Opinion Scores Mean Changes in MCR General Opinion Scores Mean Changes in General Driving Knowledge Test Scores Mean Changes in DOT General Driving Knowledge Scores Mean Changes in MCR General Driving Knowledge Scores Mean Changes in Specific Driving Knowledge Test Scores Mean Changes in DOT Specific Driving Knowledge Scores Mean Changes in MCR Specific Driving Knowledge Scores Comparisons of On—the—road Test Scores between and within DOT and MCR Groups after Instruction On-the—road Test Scores (Part I - Vehicle Handling) On-the-road Test Scores (Part II - Road Problems) Correlations between Chronological Age, Intelligence Quotients and Previous Driving Experience Categories respectively, and the Final Criteria Chronological Age and the Final Criteria Intelligence Quotients and the Final Criteria Previous Driving Experience and the Final Criteria Summary V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS . . . Summary vi Page 121 121 123 123 124 124 126 126 126 128 128 130 130 132 132 135 137 138 138 Chapter Page Statement of the Problem 138 The Method of Procedure 139 The Major Findings 141 Conclusions 144 Recommendations 145 BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . 148 APPENDICES . . . . . . . . . . . . . . . . . . . . . . 150 vii 10. 11. 12. 13. LIST OF TABLES Page Michigan's yearly driver education enrollment, 1956-1963 a o o o o o o o o o o o o o o o o 3 Frequency distribution of the DOT and MCR group classified by sex and semester of instruction . . . . . . . . . . . . . . . . 62 Frequency distribution of DOT groups classified according to sex and age . . . . . . . . . . 63 Frequency distribution of MCR groups classified according to sex and age . . . . . . . . . . 64 Comparisons of mean ages between DOT and MCR groups . . . . . . . . . . . . . . . . . 65 Frequency distribution of DOT groups classified according to sex and grade level . . . . . . 67 Frequency distribution of MCR groups classified according to sex and grade level . . . . . . 68 Comparison of the distribution of grade levels between the DOT and MCR groups classified by sex . . . . . . . . . . . . . . . . . . . 70 Frequency distribution of DOT groups classified according to sex and intelligence quotient . 71 Frequency distribution of MCR groups classified according to sex and intelligence quotient . 72 Comparisons of mean intelligence quotients between DOT and MCR groups . . . . . . . . . 74 Frequency distribution of DOT groups classified according to sex and previous driving experience categories . . . . . . . . . . . 75 Frequency distribution of MCR groups classified according to sex and previous driving experience categories . . . . . . . . . . . 76 viii Table 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Page Comparisons of the distribution of previous driving experience categories between the DOT and MCR groups classified by sex 9 O O O O O 0 O O I O O O O O O 0 0 O O 78 Significance of the differences in mean driving attitude (Mann) pre—test scores between and within the DOT and MCR groups as measured by ”t" tests of critical ratios . . . . . . 107 Significance of the differences in mean general opinion (Sundwall) pre—test scores between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 108 Significance of the differences in mean general driving knowledge pre-test scores between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 110 Significance of the differences in mean specific driving knowledge pre-test scores between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 112 Significance of the differences in mean driving attitude (Mann) post-test scores between and within the DOT and MCR groups as measured by ”t" tests of critical ratios . . . . . . . . 114 Significance of the differences in mean general opinion (Sundwall) post—test scores between and within the DOT and MCR groups as measured by “t" tests of critical ratios . . . . . . 115 Significance of the differences in mean general driving knowledge post—test scores between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . 117 Significance of the differences in mean specific driving knowledge post-test scores between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . 118 Significance of the mean changes in driving attitude (Mann) test scores for the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . 120 ix Table Page 24. Significance of the mean changes in personal opinion (Sundwall) test scores for the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . 122 25. Significance of the mean changes in general driving knowledge test scores for the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . 125 26. Significance of the mean changes in specific driving knowledge test scores for the DOT and MCR groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . 127 27. Significance of the difference in mean road test scores (vehicle handling) between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . 129 28. Significance of the differences in mean road test scores (road problems) between and within the DOT and MCR groups as measured by "t" tests of critical ratios . . 131 29. Correlations between age and post-test scores for the DOT and MCR groups as measured by Pearson's product moment r . . . . . . . 133 30. Correlations between intelligence and post- test scores for the DOT and MCR groups as measured by Pearson‘s product moment r . 134 31. Association between previous driving experience categories and post-test scores for DOT and MCR groups as measured by Chi square . . 136 Figure 1. 7a. 7b. 7c. 7d. 9a. 9b. 9c. 9d. 9e. 9f. 10. ll. 12. 13. 14. LIST OF FIGURES Michigan State University multiple Page street driving range . . . . . The "T" exercise . . . . . . . . . The “X” exercise . . . . . . . . . The figure I'8" exercise . . . . . The double garage exercise . . . . The "Y" turn exercise . . . . . . Lane changing exercise . . . . . . Lane changing exercise . . . . . . Lane changing exercise . . . . . . Lane changing exercise . . . . . . Parking on a hill . . . . . . . . Turns - “T“ intersection . . . . . Turns — signalized intersection . Turns - off—set intersection . . . Turns — left turns across multiple Turns — left turns across multiple Turns — left turns across multiple Angle and parallel parking . . . . Parallel parking . . . . . . . . . Driving simulator laboratory . . . The Drivotrainer car . . . . . . . Drivotrainer operating controls . xi lanes lanes lanes 16 17 19 20 21 23 24 25 26 27 28 30 31 32 33 34 35 36 37 39 41 42 Figure 15. 16. 17° 18. 19. 20. 21. 22. 23. 24. 25. 26. Page Drivotrainer instrument panel . . . . . . . . 44 Drivotrainer steering mechanism . . . . . . . 46 Drivotrainer motor simulator . . . . . . . . . 48 The master recorder . . . . . . . . . . . . . 49 The control panel . . . . . . . . . . . . . . 50 The printing mechanism . . . . . . . . . . . . 52 The motion picture projector and micro- switch assembly . . . . . . . . . . . . . 53 Schedule of DOT instructional films . . . . . 85 Drivotrainer score sheet . . . . . . . . . . . 90 Student error check sheet . . . . . . . . . . 91 Schedule of MCR instructional lessons . . . . 94 Map of the on-the-road test . . . . . . . . . 96 xii Appendix A. LIST OF APPENDICES TEACHING GUIDE FOR THE ON-THE-STREET EXPERIENCE . . . . . . . . . . . . . LESSONS FOR THE MULTIPLE CAR OFF-STREET DRIVING RANGE . . . . . . . . . . . . PRACTICE DRIVING GUIDE MULTIPLE CAR AREA MULTIPLE CAR PROGRAM ASSIGNMENT CARD . . MULTIPLE CAR PROGRAM SKILL TEST . . . . ELEMENTARY SKILLS TEST . . . . . . . . . REPORT OF DRIVING TEST . . . . . . . . . xiii Page 151 155 172 178 179 184 185 CHAPTER I THE NATURE OF THE PROBLEM Introduction There are approximately ninety-one million licensed drivers and seventy-nine million vehicles in the United States.1 Daily vehicle travel on the nation's approximately three and one-third million miles of streets and highways is estimated at two billion miles.2 If the present rate of five and three-tenth fatalities per one hundred million vehicle miles of travel should continue unchanged during the next decade, traffic accidents will claim nearly five hundred thousand lives.3 Statistics have shown the cost of traffic accidents to the American people during the decade nineteen hundred and fifty to nineteen hundred and sixty was one hundred billion dollars.4 1Gene Miller, "The 1962 Traffic Story," Traffic Safety Magazine, 62:7, March, 1963. 2Gordon H. Sheehe, "Highway Traffic Problems," (paper read at the General Federation of Women's Clubs Highway Traffic Safety Conference, East Lansing, Michigan, February 4-6, 1963). 3Automotive Safety Foundation, The Proceedings of the National Conference on Driving Simulation (Washington: Automotive Safety Foundation, 1961), p. 7. 41bid. Approximately one—fifth of all licensed drivers are under twenty-five years of age.5 Further examination indicates that the age group fifteen to twenty—four has for many years been involved in a disproportionate share of motor vehicle accidents.6 Recent statistics published by insurance companies point out that drivers under twenty years of age, total less than eight per cent of all drivers, but are involved in more than eleven per cent of the traffic fatalities and fourteen per cent of all motor vehicle accidents.7 In an attempt to lower these accident rates, much interest has been shown in having public schools offer courses in driver education. Michigan, in 1955, led the nation by enacting through a special session of its legis— lature a driver education law requiring young people under eighteen years of age to successfully complete an approved driver education course before applying for a State Motor Vehicle Operator's License. The course includes a minimum of thirty clock hours of classroom instruction and an average of six clock hours of behind-the-wheel instruction in a dual control equipped automobile. Further, individual schools are reimbursed up to a maximum of twenty—five 5American Automobile Association, What Chief State School Officials Say About Driver Education, Pamphlet 3388 (Washington: The Association, 1960). 6 Ibid. 7Lloyd Shearer, "Teenagers: Why They Drive That Way," Parade Sunday Newspaper Magazine, April 21, 1963, p. 4. dollars for each student enrolled in the course. Michigan's annual driver education enrollment has shown a steady increase since enactment of the driver education law. Table 1 shows the yearly enrollment figures since 1956-57, as reported by the State Department of Public Instruction.8 Table 1. Michigan's yearly driver education enrollment, 1956-1963. (Numbers Enrolled Year Public, NOn—public, Out of School) 1956—57 65,387 1957-58 97,282 1958—59 108,727 1959-60 102,005 1960-61 103,456 1961—62 106,543 1962-63 124,464 Present school enrollment in Michigan indicates that by 1966-67 the estimated number of students taking driver education will be in excess of one hundred and fifty thousand per year. These increases in enrollment are occurring nationally, creating an impact of significance in driver education. The knowledge and understanding of young drivers must be carefully developed so they will not only know how 8Michigan Department of Public Instruction, Lansing, 1963. to drive safely, but will be motivated to do so and will accept the responsibilities which accompany the driving privilege. The basic educational problem of teaching America's drivers how to use potentially safe equipment on potentially safe highways must be accomplished, and the best place to begin is with the novice.‘ Effective driver education courses in our nation's schools will develop the essential knowledge, correct habits, fundamental skills, proper attitudes and sound understanding necessary. The Problem Statement of the Problem Many school systems have been re—examining their driver education methods in order to determine the most efficient and economical means of instructing the ever increasing numbers of students enrolling in driver education classes. Several types of driver education programs have been introduced in schools throughout the country in an attempt to make instruction both effective and economical. Only limited research has been completed to determine the effectiveness of these plans. Driving simulators and multiple car off—street driving ranges are two of the methods being used in driver 9Thirteenth Annual National High School Driver Education Award Program-~School Year 1959-60. Insurance Institute for Highway Safety, 1710 H Street, N.W., Washington 6, D.C. education programs throughout the country today, however, there exists a difference of opinion regarding the relative effectiveness of these methods. Claims have been made by the proponents of the two systems stating one method is superior to the other, but experimental evidence has never been presented to support the contentions of either side. With the establishment of a Highway Traffic Safety Center at Michigan State University in 1956, increased emphasis was given to the development of an outstanding program in driver education with primary concern directed to teacher preparation and research. A multiple car off- street driving range was designed by the investigator and constructed at Michigan State University, and fifteen driving simulators were installed in a classroom for the purpose of providing future teachers of driver education with knowledge and practical experience in the use of these two teaching methods. This research study was undertaken to investigate whether students who are taught to drive by means of the AEtna Drivotrainer10 would be comparable when tested on attitudes, knowledge and driving skill to students who are taught to drive by use of the multiple car off—street driving range program. The design of this study provides that students in both the Drivotrainer and the multiple car lO"Drivotrainer" is a copyrighted name for a driving simulator originally developed by the AEtna Casualty and Surety Company, Hartford, Connecticut. These units are now manufactured by the Rockwell Manufacturing Company, Pittsburgh, Pennsylvania. off—street driving range program shall be combined for their driver education classroom instruction under the supervision of the same teacher. Contributions of the Study The results of the study will provide vital infor- mation presently not available as to the educational effectiveness of two instructional programs receiving rather wide-spread national use in driver education. Should one method prove to be significantly superior to the other, then school administrators can use this infor- mation in presenting recommendations to their boards of education when consideration is being given to the inclusion of either in a school syStem. Hypotheses l. Driver—attitude test scores of students receiving instruction in the Drivotrainer are equal to or better than similar test scores of students taught on the multiple car off-street driving range. 2. Driver-knowledge test scores of students receiving instruction in the Drivotrainer are equal to or better than similar test scores of students taught on the multiple car off—street driving range. 3. Driving-skill test scores of students receiving instruction in the Drivotrainer are equal to or better than similar test scores of students taught on the multiple car off-street driving range. Definition of Terms Driver Education refers to those experiences pro- vided by the school to help students learn and understand interrelated problems of driving as well as to drive a dual control car. Behind-the-wheel instruction refers to a minimal portion of a driver education course during which the student actually manipulates the controls of the dual control car. Dual-control car refers to an automobile having either a standard or automatic transmission with a dupli- cate brake and clutch, or brake, on the instructor's side of the car. Observation refers to the portion of a driver education course during which the students learn by observing from the back seat of the dual control car the driving techniques of the instructor or of a fellow student. On-the-street training refers to that portion of behind-the-wheel instruction which is conducted on the public streets under traffic conditions. Multiple car off-street drivingirange refers to a specially designed area equipped to handle large numbers of students driving conventional automobiles under the supervision of one instructor. (Chapter II contains details.) AEtna Drivotrainer refers to an electro-mechanical device which records reactions of students while they are manipulating actual car controls in simulated driving situations. (Chapter II contains details.) Methods of Procedure The study involves high school boys and girls assigned to driver education classes at East Lansing High School, East Lansing, Michigan, during the school year 1959—60. These students were randomly assigned to either the Drivotrainer or the multiple car off—street driving range. Students assigned to the multiple car off—street driving range were given ten hours of instruction on the range followed by two hours of instruction in a dual control car on the street: those assigned to the Drivotrainer received ten hours of instruction in the simulator followed by three hours of instruction in a dual control car on the street. All students received their classroom instruction from the same teacher. Both groups were administered a battery of pre- and post-tests to determine knowledge, skills and attitudes before and after instruction. Terminal driving ability was measured by a driving skills test administered to all by one examiner. Data collected was processed and analyzed using statistical methods to determine the relative effectiveness of the two teaching techniques. A more detailed description of the methods of research and analyses of the data appears in Chapters III and IV. Organization of the Study Chapter II contains a detailed and illustrated description of the multiple car off-street driving range and the AEtna Drivotrainer. Chapter III describes: (l) the selection of the school and the methods of selecting the instructors who were involved in the study, (2) the method of obtaining the sample of students, (3) the character- istics of the students involved in the study, (4) the instructional and testing programs, (5) the methods of instruction, and (6) the testing devices and methods used in this investigation. In Chapter IV all test results were analyzed by comparing the average performances of the Drivotrainer and multiple car off-street driving range groups as well as sub-groups. Computations of the relation- ships between age, intelligence, previous driving experience, and all terminal tests are also found in Chapter IV along with the findings of this research study. Chapter V contains a brief statement of: (l) the problem, method of procedure and major findings; (2) conclusions based on the findings; and (3) recommendations for the use of the Drivo— trainer and the multiple car off-street driving range as well as recommendations for further research. CHAPTER II A DESCRIPTION OF THE MULTIPLE CAR OFF-STREET DRIVING RANGE AND THE AETNA DRIVOTRAINER In a recent report distributed by the Insurance Institute for Highway Safety, Mr. Leonard J. McEnnis, Jr., Director of Public Relations for that organization said, "three million eligible high school students will be enrolled in driver education during the current year "11 He further warned: "Unless facilities are (1963-64). expanded and advanced teaching methods and aids are fully utilized, a larger percentage of students will leave school each year without taking a driver education course."12 The multiple car off-street driving range and the AEtna Drivotrainer are designed to enable schools to keep pace with the rising tide of enrollments and to provide broad experiences necessary for the development of safe traffic behavior. Driver education programs using these plans make it possible for one teacher to instruct as many as eighteen students operating cars on the off-street driving range or 1Leonard J. McEnnis,"Report on Driving Simulators and Ranges" (Washington: Insurance Institute for Highway Safety, 1963), p. l. (Mfimeographed.) 12Ibid. 10 11 twenty-five students in the AEtna Drivotrainer. Research studies comparing these two methods with an on—the-street program have indicated these students to be as good or better drivers as those receiving their entire behind-the- wheel training on-the—street. Brazelll3 found that high school students in Dearborn, Michigan, who had completed a driver education program in which all behind-the-wheel instruction was given on a multiple car off—street driving range, had driving performance records equal to or better than students receiving all their behind-the—wheel training in an on-the-street program. Bernoffl4 found no significant differences between matched groups of students in knowledge, attitudes and driving skills acquired when one group re- ceived instruction using an on-the-street program and the other, a combination of the AEtna Drivotrainer and on-the- street programs. Reports to the Insurance Institute show that during 1962—63, three hundred and ninety—nine schools in thirty- four states used driving simulators for part of the practice 13Robert E. Brazell, "A Follow-Up Study of Public School Driver Trainees, Relating Driving Performance Records to Selected Academic and Training Factors" (unpub- lished Doctoral thesis, The University of Michigan, Ann Arbor, Michigan, 1961), p. 68. 4Louis I. Bernoof, "An EXperimental Study of the Teaching Effectiveness of An Elector-Mechanical Device and Conventional Driver Training Methods" (unpublished Doctoral thesis, The University of Southern California, Los Angeles, 1958), pp. 207-208. “ 12 driving instruction for nearly one hundred thousand students. In nineteen states, off—street driving ranges were used by three hundred and ninety-eight schools to give all or part of the behind-the-wheel training for nearly ninety-one thousand students.15 According to a summary released by the Department of Public Instruction, Michigan trained one hundred and twenty- four thousand,four hundred and sixty-four driver education students in its public school districts during the fiscal year July 1, 1962, through June 30, 1963.16 Fifty-six schools reported using off-street multiple car driving ranges and training a total of forty—five thousand, six hundred and fifty-four driver education students. Of the total number of schools reporting the range program, twenty- six listed their range as designed and built specifically for driver education.17 It is interesting to note that more than one-third of all Michigan driver education students received either all or a part of their behind-the-wheel experience on an off—street driving range during 1962-63. FUrthermore, it is estimated that the number of driver education students for the 1963—64 school year will approxi— mate one hundred forty thousand, six hundred sixty-one, 15McEnnis, op. cit., p. 2. 16Michigan Department of Public Instruction, Summary of Annual Reimbursement Reports for 542 Public Schools (Lansing: Michigan Department of Public Instruction, 1963), p. l. l7Ibid., p. 2. 13 an increase of sixteen thousand, one hundred and ninety- seven students.18 Since this study attempts to determine the relative teaching effectiveness of driver education programs using the AEtna Drivotrainer and the multiple car off-street driving range, a detailed description of these devices with references to their origin will be made for clarification purposes. The original idea of the multiple car plan on an off—street area must be credited to the late Gordon Graham, a Detroit public school safety engineer greatly interested in and zealous of driver education, who presented to the City of Detroit and the nation a new concept in behind-the- wheel experience. While Graham was in Chicago with the National Safety Council (1936-43), he did some work for Chicago's Lane Technical High School, the first school to offer a practice driving program on an off-street area.19 In this program, an instructor rode with a student driver in the front seat of a dual control car while several other students observed from the rear seat. In 1944, the first multiple car off—street driving range in Detroit was constructed at Pershing High School. This marked the first time in the United States that behind- the-wheel training had been taught on an off-street area 18Ibid. 19W. Howard Cox, "The History of High School Driver Education in Michigan" (unpublished Master's thesis, The University of Michigan, Ann Arbor, 1956), p. 25. 14 with one instructor outside the car giving instructions to several student drivers at the same time.20 In this year, Detroit began what is known today as the ”Michigan Plan," which combined driver education in the classroom with behind—the-wheel practice driving on an off—street area in a multiple car plan.21 There are many variations of the off-street driving range today. Areas originally designed to serve as parking facilities have been modified to accommodate vehicles'v driven by students receiving instruction in the basic skills of vehicle operation. Some programs use a single car on a blocked off street as a practice area: others may use a local recreational area or park in the early phase of their program. This shows that the term off—street area may involve a rather heterogeneous grouping of many areas, and the mere use of the term by schools claiming to use this in their teaching may not actually reflect the true nature of the program. The multiple car off—street driving range referred to in this study (Figure 1) was constructed on Michigan State University property in 1956. This range was developed by the University's Site Planning Office from an original design by the investigator of this research project and covers approximately three and one—half acres measuring 20Ibid., p. 26. ZlIbid., p. 27. 15 four hundred and fifty—eight feet in length and three hundred and fifty-seven feet at its extreme width. The primary function of this area by reason of design, construction, and use is to provide complete or major portions of behind-the—wheel experiences provided in the teacher preparation program of driver education at Michigan State University. There are twelve automobiles used for instructional purposes on this range, eleven of which have automatic transmissions equipped with dual brakes, and one having a standard transmission with dual brake and clutch pedals. Communication to all drivers in vehicles on the range is accomplished by the instructor using a portable transistorized horn. Figure 1 presents a diagram of the complete multiple car off-street driving range as it is constructed on the campus at Michigan State University; however, various enlargements of specific areas of the range have been made which will be referred to now when describing the exercises employed in the instructional program of the research study. Specific Areas of the Multiple Car Off-Street Driving Range and Exercises Used The "T" Exercise This exercise derives its name from the basic shape of the driving area in Figure 2. 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The "Y" Turn Exercise A dead-end street with a distance of twenty—six feet from curb face to curb face is representative of the area shown in Figure 6 on which the "Y" turn is practiced. The exercise requires the driver to turn his car around from a stopped or parked position using two movements: one forward and to the left side of the street, the other to the rear while backing right. Completion of the exercise has the operator drive the car forward to the left into the proper lane. Lane ChangingiExercises Lane changing diagrammed in Figures 7a, 7b, 7c and 7d requires that the vehicle be moved into the correct traveling lane preparing for either a turning movement or continuing ahead. In making a lane change, the driver is required to check traffic to the rear, give a proper signal, check the blind spot, and then accelerate moderately into the new lane, after which he adjusts his speed. 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On an upgrade, the vehicle is positioned the same with the front wheels turned to the left. In either case, the front wheels are so turned by the driver as to prevent the car from rolling forward or to the rear should the parking brake become disengaged. Turns Figures 9a, 9b, 9c, 9d, 9e and 9f present different types of intersections which require the driver to develop skills in making turns emphasizing correct vehicle place- ment, signalling, turning and speed control. Angle and Parallel Parking The exercises practiced on the areas in Figures 10 and ll provide the student driver with the knowledge and skills necessary in removing his vehicle safely from traffic, parking it, and then again returning to street traffic correctly. The AEtna Drivotrainer The AEtna Casualty and Surety Company of Hartford. Connecticut, began in 1935 to pioneer the development of what ultimately became the Drivotrainer. 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The educational theory which lies behind the Drivo- trainer is similar to that which the aviation industry employs in utilizing the Link Trainer for pilot training and the Dehmel Flight Simulator which leading airlines of the nation use in training crews of large commercial aircraft. The Drivotrainer realistically simulates the behind-the-wheel appearance and Operation of a modern automobile. By means of motion pictures projected on a large screen at the front of the classroom, students react to an ever changing variety of traffic situations. Individual responses are automatically scored by an electronic record- ing device at the rear of the Drivotrainer classroom. While the film is in progress, the instructor can either check the score sheet as it leaves the recording unit or can circulate about the classroom observing student pro- gress and lending assistance when needed. A series of twenty-six films produced in close association with the Drivotrainer Curriculum Committee22 22The Drivotrainer Curriculum Committee is composed of driver education instructors from secondary schools and colleges who act in an advisory capacity to the Information and Education Department of the AEtna Casualty and Surety Company. 39 .mnoumuonma HoumHSEfim mcfl>flnn .NH wusmflm 40 and the Board of Education of the City of New York comprises the Drivotrainer course of study. Subject areas include such fundamental and advanced subjects as familiarization with the driver's compartment, preparing to drive, starting and stopping, turning at intersections, driving on hills, driving in light and heavy city traffic, passing, parking the car, driving on eXpressways and rural highways and defensive driving. In addition to providing many experiences in the mechanics of driving, the Drivotrainer films emphasize the part that good driving behavior plays in the safe operation of a motor vehicle. The remainder of this chapter is devoted to a discussion of a Drivotrainer installation consisting of the following components: (1) the Drivotrainer cars (fifteen are used in this study), (2) the master recording unit, (3) the motion picture projector with a special micro—switch attachment, (4) a complete set of instructional motion picture films and programming plugs and,(5) the screen. The Drivotrainer Car Each Drivotrainer car is a single place unit (Figure 13) which is equipped with the following operable controls: clutch and brake pedals, accelerator pedal, steering wheel, gearshift lever, directional signals, horn ring, ignition switch and starter and parking brake lever (Figure 14). The Drivotrainer car is also equipped with a 41 .Hmo Hmcflmuuo>flum one .MH mhsmflm F gure l4. Drivotrainer operating controls. 43 push-button automatic transmission enabling the instructor to train students in both automatic and standard trans- mission operation. Each car is provided with a simple plug arrangement for changing from manual to automatic shift. All controls are electrically connected to the recording unit so that the instructor may record the actions of any or all Drivotrainer cars. In addition, a speedometer indi- cates the approximate simulated road speed when the Drivo- trainer car is being "driven" (Figure 15). The seat of each Drivotrainer car is adjustable. A large mirror, mounted on the back of the seat, is used when backing situations are presented on the screen. The mirror is placed just behind and to the right of the student and simulates the View the student would get through the rear window of his car. When backing, the student turns his head to look in the mirror which reflects the image of the road shown on the screen. Under the hood of the Drivotrainer car are the electro-mechanical parts which make it possible to simulate the operation of a real automobile. The indicated speed on the speedometer can be increased or decreased at the will of the operator by depressing or releasing the accelerator. The rate of deceleration is controlled by the degree of braking and whether the car is in gear or the clutch disengaged. When operating the Drivotrainer car with standard shift, the grabbing sensation experienced in real cars when the .chmm ucmESHumcH Hmcflmnuo>fium .mH ousmflm 45 friction point is reached, is created by a vibrator attached to the clutch. Another device causes the motor to stall when the clutch is engaged too rapidly. The steering mechanism has a turning ratio comparable to that found in a 1956 Ford passenger car. It is con- structed so that the instructor is able to record on the score card three positions of the steering wheel on either side of the straight-ahead position: slight, medium, and full steering movement of the wheel to the left or to the right. A combination of springs and pneumatic cylinders provides resistance to the movement of the steering wheel and returns the wheel to its straight-ahead position when released, so that real steering feel and action is simu- lated (Figure 16). The brake pedal mechanism is designed to give the operator the feel of the brake pedal of a standard auto- mobile, in that increased resistance is felt as the pedal is depressed. This mechanism allows the instructor to record three brake pedal positions: soft, medium, and hard brake° A special electrical circuit allows brake pumping to be recorded where it is called for in the films. The braking mechanism is also connected with the speedo- meter so that when the brakes are applied the speedometer needle will reflect a corresponding decrease in speed. The accelerator mechanism allows the instructor to check and record four different accelerator positions: 0 to 1/4 acceleration, 1/4 to l/2, l/2 to 3/4, and 3/4 to .Emflcmcowfi mafinmmum Hmcflmhuo>fiun .oa madman 47 full throttle. A device connected with the accelerator simulates motor noise, so as the student accelerated the noise is increased (Figure 17). Other electrical relays allow the instructor to record on the score card starting, stalling, use of the horn, directional signals, hand brake, clutch and all positions of the gearshift lever or automatic push-button transmission selector. The Master Recorder A master recorder (Figure 18) housed in a cabinet approximately fifty-five inches high, thirty inches wide, and twenty-four inches deep, is located at the rear of the classroom. The top of this cabinet serves as a platform for the motion picture projector. -The Control Panel. On one side of the cabinet is the control panel (Figure 19) containing the switches for the power, projector and ribbon rewind: push buttons for the eight scoring groups; paper feed button; start button; and the receptacle for the programming plugs, which govern the recording on automatic operation. Also located on the control panel are two sets of fuses which protect the Drivotrainer's electrical circuits. The two AC fuses, in the upper right hand corner of the panel, protect the recorder. A fifth fuse, located to the right and above the right hand Spool of printing ribbon, protects the group printing mechanism. 48 Drivotrainer motor simulator. Figure 17. 49 The master recorder. Figure 18. 50 .Hmcmm Honucoo wnE .ma musmflm 51 The Printinngechanism. On the control panel is the printing mechanism (Figure 20) for the recording of the scores made by the students in the Drivotrainer cars. The mechanism consists of eight relay—operated plungers cor- responding to the eight scoring groups, a revolving ribbon, a score sheet, a score sheet hold down plate and an assembly of relay-operated plungers which print the scores. Both the ribbon and the score sheet are automatically advanced as each operation is recorded. The Cabinet Interior. The two doors on the opposite side of the control panel are used for replenishing the supply of score sheets as well as providing easy access to the electrical circuits behind the control panel. The Motion Picture Projector The 16 mm motion picture projector is mounted on the top of the cabinet. Attached to the top of the pro- jector is a special micro-switch assembly (Figure 21). When the film is to be recorded on automatic operation, it must be threaded through this assembly. The controls for the projector are the standard controls found on any modern sound projector. The lens recommended for use with a normal installation is a standard l-l/2" lens, F 1.6. If changes are made in the distance between the lens and the screen, it may be neces- sary to change the lens to get the desired focal length for proper projection. A 750 or 1000 watt projection lamp 52’ .Emflcmcomfi mcflucflnm BE .ON mnsmflm 53 .hanfiwmmm nouw3mlouowfi 0cm Houomnonm ouquflm coauOE one .HN whsmwm 54 should be used in the motion picture projector. The Instructional Films A special series of instructional and testing films have been developed for use with the Drivotrainer. The motion picture films are produced especially for use with the Drivotrainer and provide a complete course of study. They are the first ever designed to bring behind- the-wheel training into the classroom. The films guide the student from such basic operations as shifting and steering through the more complicated situations, such as parallel parking, always emphasizing the correct and proper action with appropriate attention being given to attitudes, judgment and safety. At the conclusion of the course, the student is given a comprehensive final film examination which simulates an actual driving test for a state license examiner. This film covers all the subject matter taught in the previous films. The Screen A standard pull-down type screen is used. It is especially designed for classroom use and does not require a completely darkened room for satisfactory projection. The screen is 6' x 8' and is placed ten feet from the front of the nearest Drivotrainer car. Experience has shown that ten feet is the minimum practical distance for viewing without eyestrain. The center of the screen should be six to seven feet above the floor so that students will be 55 looking straight ahead, as if through the windshield of a car. The Drivotrainer cars are placed so that they are within an acceptable angle from the center of the screen. Summary This chapter has described in detail the multiple car off-street driving range and the AEtna Drivotrainer as used in this research study. Animated illustrations as well as photographs are used to describe the specific areas of the multiple car off-street driving range and the mechanical components that comprise a Drivotrainer install- ation. Chapter III will describe the methods of selecting the school and the instructors, the methods of selecting and assigning the students, a description of the character- istics of the students, the instructional and testing programs, and the methods of instruction. CHAPTER III PROCEDURE Chapter III describes (1) the selection of the school and the methods of selecting the instructors who were to be involved in the study, (2) the method of obtain- ing the sample of students. (3) the characteristics of the students involved in the study, (4) the instructional and testing programs. (5) the methods of instruction, and (6) the testing devices and methods used in this investi- gation. At this point, the investigator feels that further reference to the training techniques, the students, and the instructors involved, could be facilitated by the use of code letters and numbers rather than lengthy sentences. The following terms will be used throughout the remainder of this chapter and the chapters to follow: DOT instructors refers to the instructor(s) who were assigned to train students in the Drivotrainer program. MCR instructor refers to that instructor who was assigned to train students in the multiple car off-street driving range program. DOT students refers to the total group of students who were trained in the Drivotrainer. 56 57 MCR students refers to the total group of students trained on the multiple car off—street driving range. To facilitate statistical analysis, DOT and MCR groups were coded according to (1) a student's alphabetical position in the class, (2) the period in which he was enrolled for driver education (A, B, or C), (3) the school semester, and (4) the training technique to which he had been assigned. For example: lA-l DOT refers to the first person in "A" period, first semester assigned to the Drivotrainer group. lBA—l MCR refers to the first person in "A" period, first semester assigned to the multiple car off—street driving range. lB-2 DOT refers to the first person in "B" period, second semester assigned to the Drivotrainer group. l3B-2 MCR refers to the first person in "B" period, second semester assigned to the multiple car off—street driving range. All students in each driver education period for the first and second semester were assigned in a manner similar to the examples given. Selection of the School and the Instructors This study was conducted in the East Lansing High School, East Lansing, Michigan, during the school year 1959*60. East Lansing, the location of Michigan State University, is an upper middle class community of 22,000 58 persons located in the south central portion of Michigan's lower peninsula. Because of the high school's proximity to Michigan State University, the students in this study were easily transported in a school bus to the Drivotrainer laboratory and multiple car off-street driving range located on the University campus. Three graduate students with previous high school teaching experience in driver education, who at the time of the study were employed as graduate teaching assistants in driver education in the Highway Traffic Safety Center at Michigan State University, were selected to be instructors in the study. Each of the instructors was also a candidate for the Master of Arts Degree. The selection and assign- ment of the instructors was dependent upon their being entirely familiar with the two instructional programs and their availability during the periods of the day when the high school students would be taking the driver education course. Two instructors were assigned to the DOT program. One, taught two periods; the other, one period of each instructional day. The third instructor taught in the MCR program exclusively. The instructor selected to teach the classroom work in driver education had acquired his Master's degree in Driver Education and Traffic Safety before the study was conceived and was the regular teacher assigned this course at the East Lansing High School. 59 Methods of Obtaining the Sample This section describes the methods of selecting and assigning the students, and presents the factors used in determining the size of the training groups. Selection of Students Students participating in the study were screened according to the following criteria: (1) must be in the process of taking a course in driver education; (2) have no previous driving experience; and (3) be at least fifteen years of age at the time they began their training. Assignment of Students East Lansing High School students enroll in driver education for the eighteen weeks semester. For purposes of this study, the one hundred and thirty-three participat- ing students received their classroom and behind-the-wheel instruction during the course of the normal school day. No student received any driver education instruction before or after school hours. During each semester the driver education classes occurred during the morning hours, and were designated A, B, and C periods, with all students being assigned to one of the two training techniques. Determining the Size of the Groups The fact that twelve vehicles were available for the instruction of the MCR group made it necessary to limit 60 the enrollment to twenty-four students for each driver education class. Although fifteen students per period could have been accommodated in the DOT, no more than twelve were assigned during any one period. Thus, if a class had the maximum enrollment of twenty—four students, half the group was assigned to the DOT and half to the MCR. There were three DOT and three MCR groups each semester, making a total of six groups assigned to each of the training techniques during the school year. By following the alphabetical class roll, students were alternately assigned to either a DOT or MCR group. This was an arbitrary designation undertaken during the first meeting of each driver education class for both the first and second semesters. Three periods had an equal number of students assigned to the DOT and MCR groups, with two of these periods occurring during the first semester and one during the second; however, during the first and second semesters a DOT group was assigned one more student than the corresponding MCR group, and during the second semester one MCR group was assigned one more student than had been assigned to the DOT group. Characteristics of the Students This section presents descriptions of the distri- bution of the DOT and MCR groups according to sex, age, 61 grade level, intelligence quotients and previous driving experience. Distribution According to Sex The distribution of boys and girls according to instruction group is shown in Table 2. Although the boys outnumbered the girls in DOT-l, the reverse was true in DOTBZ. The same is true for MCR-l and MCR-2: therefore. the total enrollment between the DOT and MCR groups could be said to be of approximate equal distribution according to sex. Chronological Age Range In Tables 3 and 4 are found the ages in years and months of the DOT and MCR groups respectively. The age of each student was his age to the nearest month, as of the day he began his instruction. The mean age for both the DOT and MCR groups was sixteen years, one month. For the DOT boys, the mean age was sixteen years: for the MCR boys, fifteen years, eleven months. For the DOT girls, the mean age was sixteen years, one month: and for the MCR girls, sixteen years, one month. The total age range was between fifteen years and eighteen years, ten months. Fifty—eight per cent of the DOT group was below sixteen years of age, while fifty-nine per cent of the MCR group was also below age sixteen. Table 5 shows the levels of significance of the differences in mean ages between the DOT and MCR groups and kumemm pcoommllmsoum cofluusuumcfl mmcmn mcfl>flnp ummuumlmwo Hmo mamfluaazltmlmuz Hmummfimm umnamnlmsoum cofluosnumcfl mmcmu mcfl>flup uwmupmlmmo Hmu mHQHuHSZIIHImUS Hmumwamm pcouwm .QSOHO coauosnumcH umcflmuuo>flnnllmlfioa HmummEmm umuflm .msouw cofluosumeH HQCHMHDO>HHQIIHIBOQ whom 62 mm mm mm mos Hmuoa mm ma wa mlmuz mm ma ma Humuz no mm mm BOG HMUOB mm ma VA NIBOD mm ca Hm HIBOD Hmuoe mHHHU whom msouw .COHuUDHumCH mo Hmumemm 0cm xmm >3 pmamammmao masonm mo: pom BOO mcu mo cofluznfluumflp >Ucmsqmum .N magma 63 .. H\6H H\6H o\6H N\6H ~\6H m\oH HH\mH o\oH oH\mH mm< cams OOH no Nm mm Nm mH vH mm wH HN mHmuoe pamuw N H H o H H o o o o HHIwH ou HImH -o o o o o o o o o o mImH ow oumH o o o o o o o o o 0 HthH ou wlnH m N N o N N o o o o mth op OINH MH m m m m N m w H m HHloH 0» ole vN 0H m h m m m m o N mlmH ou cloH 0v Hm wH SH MH m m mH 0 NH HHImH ou mlmH NH m m m m N H m H v mImH 0» oumH X .02 mHHHw mxom HmuOB mHuHo m>om HmuOB mHHHO mwom Hmuoa Ucmuw mHmuoe Boa NIBOQ HIBOQ mm¢ .wmm paw xmm on mchuooom UmHMHmmmHo mmdoum BOD mo coHuanuumHU >Ucosvmnm .m mHQmB 64 II o\OH H\OH HH\mH o\OH H\OH HH\OH HH\OH. o\OH OH\OH mmfl cam: OOH OO mm mm Nm OH OH Om OH OH mHmuOB Ocmuw O O O O O O O O O O HHIOH ou OIOH N H O H O O O H O H mIOH ou OUOH N H H O O O O H H O HHIbH ou OIhH N H O H H O H O O O thH on OIhH m m N H N N O H O H HHIOH ou OIOH Om HN OH O NH O m O O m mlOH 0p OIOH Om mm mH ON OH O O OH O HH HHImH Op OImH O O N v H O H m N m mImH 0» OImH X .02 mHHHw maom Hmuoe mHHHO m>om Hmuoe mHHHU whom Hmuoe Ocmnw mHmuOB m0: Numoz Humuz mO< .mOm Ocm xmm ou OCHUHOUUm OmHmHmmMHo mmsoum MUS mo coHpanuumHO xocmsvmum .v mHQmB 65 Hw3oH Ho Hm>mH OO. um OmumUHOcH muoum cme uwanm u coHuomuHQ OHumu HMUHDHHU may we OUCMUHHHQOHO n mucwEEOU OHDmH HMUHuHHU u mu mcmmE mo mocwHOOMHO mo Honnw pumpcmum H 02mm mcmmE mo mocmuwmmHQ M US uxmx .AHHmunmaov mo. unmofiuflcmflm uoz mn.o on.H mm.H mm em mumoz cam Humoz mueoo Hm>mH mo. macsmn pamoflmflcmflm mm.m «m.a m¢.m Hm mm mueoo new Hueoo unmoflmflcmflm “oz m¢.o m¢.H we. mm mm mumoz mam mueoo ucmoflmficmfim uoz mm.o mm.H ms. mm mm ciao: cam oueoo ucmonHcmHm uoz Hm.H mv.H mH.N mm mm mumoz cam wumoz pamUHmflamHm uoz MH.H mn.H nm.a mm mm mueoo mam ouaoo unmoflwflcmflm uoz Nv.o mH.H mq.o we no mo: 6am eon COHUUOHHQ mucwEEoo mu 02mm OS NZ Hz Umummeoo mmsouw .HmoHumH HmUHuHHU mo mmummu =u: >9 Umusmmme mmocwummmHO cmmE mo mocmonHCOHmv mmsoum muz Ocm BOD cmm3umn mmOm cmmE mo chmHHMQEOU .m OHQmB 66 between both halves of the DOT and MCR groups as well as between boys and girls. There were no significant dif- ferences between either the Drivotrainer and Multiple Car groups, and boys and girls within or between groups. There was a significant difference between the DOT-l and DOT-2 groups. The students in the DOT-2 group were three and one—half months older on the average than those students in the DOT-l group. This difference is significant beyond the 5 per cent level. There was no significant difference between the MCR-l and MCR—2 groups. Age sixteen is significant in this study because it is at this age, in Michigan, that the youngsters of the state can obtain their regular operator's license if they have successfully completed an approved driver education course and obtain parental permission. Grade Level Distribution The distribution of four grade levels classified according to sex and instructional group are presented in Tables 6 and 7 reSpectively. In the total DOT group, ninety—five per cent of the students were in grades 10 and 11. Of this total, approxi- mately sixty-four per cent of the students were tenth graders. Ninety-six per cent of the total MCR group were in grades 10 and 11. As in the DOT group, sixty—four per cent of this total were in the tenth grade. 67 OOH SO Nm mm Nm OH OH mm OH HN mHmuoe Ocmuw m m H N H H O N O N NH Om MN OH n O O N OH OH O HH HO HO OH ON mN HH NH OH O OH OH o o o o o o o o o o O X .02 mHHHO mwom Hmuoa mHHHO mmom Hmuoe mHHHO mwom Hw>mH mOmuw HMHOB OCOHO mHmuOE BOG NIBOQ HIBOQ .Hm>mH OOMHO Ocm xmm ou OCHOHOUUM OmHmHmmmHo mQDOHO BOO mo COHUSQHHumHO mocmswmum .O mHQmB 68 OOH OO mm mm Nm OH OH Om OH OH mHMUOB Ocmuw m N H H O O O N H H NH mm MN OH O n O O OH OH O HH HO OO NH MN ON mH HH OH O NH OH H H H O H H O O O O O X .02 mHHHw whom Hmuoa mHHHO m>om Hmuoa mHHHw m>om Hm>mH mOmuw HOUOB UCMHG OHMHOB m0: NIMUE HIMQS .Hm>wH OOMHO 0cm xmm Op Ochuouum OOHMHmmMHU mQSOHO mu: mo COHOSQHHUmHO mocmswmum .h mHQmB 69 One ninth-grade and five twelfth-grade students were included in the total DOT and MCR distribution. The distribution of the grade levels between the DOT and MCR groups was proportionate. That there were almost twice as many tenth graders in both the total DOT and MCR groups can be attributed to the fact that the greater percentage of students enroll for driver education during their sophomore year in high school. There was a wide disparity between the ratio of boys to girls in the DOT—1 group at the tenth grade level. The boys comprised 60 per cent of the group. However, this difference in ratio was reversed at the eleventh- grade level where we find girls outnumbering boys approxi- mately two to one. When the total DOT group is considered, the proportion of boys to girls is approximately equal. In the MCR-1 group boys outnumbered girls by three to one at the tenth-grade level. For this same MCR-l group, girls again were in the majority at the eleventh- grade level, comprising 63 per cent of the group. For the total MCR group the ratio of boys to girls was equal. The totals just described were found not to be statistically significant at or beyond the five per cent level when tested by Chi square and shown in Table 8. Distribution on Intelligence Quotients Tables 9 and 10 show the distribution of intelligence for the DOT and MCR groups respectively. The mean 1.0. for the DOT group was 112.5 with a median 1.0. of 111.3: for mumswm H30 mcu mo mocmonHcmHm mo Hm>wH n m 70 EOOOOHM mo mmmnmmn n ma "wwx OO. O O0.0 OO. O OH.O OO. O O0.0 Hmuoe OO. H O0.0 OO. H O0.0 II I II NuNH OO. H O0.0 OO. H O0.0 OO. H O0.0 HINH OO. H 00.0 On. H OH.O OO. H O0.0 . NIHH OO. H O0.0 OO. H O0.0 OO. H O0.0 HIHH OO. H N0.0 mO. H O0.0 OO. H O0.0 NIOH 50. H m0.0 OO. H O0.0 OO. H O0.0 HIOH m ma mumsvm ma mumswm m mumsvm H20 m Hno m 6 H56 Hm>mq mOmHO mHHHO Ocm whom mHHHO m>OO H.mumsvm H30 >3 Omusmmmfi mmUCOHOMMHO COHuanuumHO mo mochHmcHOHmv .xmm >9 OmeHmmMHo .mmsoum mu: 0cm BOG may cmm3umn mHm>mH mOMHO mo GOHHSQHHumHO may mo somHHmmfioo .O mHQmB 71 I m.HHH 0.0HH O.NHH 0.0HH 0.00H O.HHH O.NHH O.HHH 0.0HH .O.H GMHOOZ I O.NHH O.HHH O.MHH H.NHH h.NHH O.HHH O.NHH 0.0HH 0.0HH .O.H cmmz OOH 5O Nm Om Nm OH OH Om OH HN mHmuoa Ocmuw O O O O O O O O O O Onion O O O O O O O O O O OOIOO O m N H N H H H H O OOnOO hm ON OH HH OH O O HH O O OOHIOOH Om ON NH NH O O O OH O O OHHIOHH OH OH H O O H O O O O ONHIONH n O m N m m O N O N OmHIOmH O O O O O O O O O O OOHIOOH X .02 mHHHO mxom Hmuoa mHHHO whom Hmuoe mHHHO m>om Hmuoe mamuoe eon mueoo Hneoo .o.H OCMHO .ucmHuosw mucmOHHHmucH Ocm xmm 0p OCHOHOUOM OmHmHmmMHo mQDOHO BOG mo coHusQHHumHO >Ucm5vmum .O mHQmB 72 II 0.0HH 0.00H 0.0HH 0.00H o.OOH o.OOH O.HHH O.HHH O.NHH .O.H CMHOOE II 0.0HH 0.00H O.HHH 0.00H 0.00H O.HHH N.NHH H.mHH N.HHH .O.H cmmz OOH OO mm mm Nm OH OH Om OH OH mHmuOB Ocmuw H H H O H H O O O O Onion O O O O O O O O O O OOIOO HH 5 O m N N O O N m OOIOO mm NN OH NH OH O n O m O OOHIOOH Om ON mH HH HH O O mH n O OHHIOHH OH O m O m N H O H O ONHIONH m N H H H O H H H O OmHIOmH H H H O O O O H H O OOHIOOH X .02 mHHHO m>om Hmuoe mHHHO m>om Hmuoe mHHHo whom Hmuoe Ocmno mHmuoa mos Nlmoz Hlmuz O H .ucwHuosv mochHHHmch Ocm xmm ou OQHOHooom OmHmHmmMHU mQSOHO mu: mo coHuanHumHO aocmskum .OH wHflmB 73 the MCR group the mean was 110.6, with a median of 110.0. Thus, both the DOT and MCR were almost perfect normal distributions. For the DOT boys the mean I.Q. was 113.5 with a median of 112.5; for the MCR boys it was 111.6, with a median of 110.5. For the DOT girls the mean 1.0. was 111.4 with a median of 110.0; for the MCR girls it was 109.6, with a median of 109.5. As indicated by Tables 9 and 10, both groups showed a tendency towards scores in the upper ranges. Forty-eight per cent of the total DOT group and fifty-four per cent of the total MCR group had scores of 110 or better. As shown in Table 11, the differences in mean I.Q. between the DOT and MCR groups, between boys and girls in either group, and between the reSpective halves of the groups were not significant. Distribution of Students with Varying Amounts of Driving Experiences Tables 12 and 13 respectively present distributions within the DOT and MCR groups of all students according to three categories of previous driving experience. Thirty— one per cent of the DOT and thirty-five per cent of the MCR students were without previous driving experience of any kind. In the remaining two categories, there was quite a disparity between the DOT and MCR groups within the category of considerable driving eXperience. Thirty—six per cent of the DOT group and twenty-three per cent of the MCR group were in this category. However, this is balanced 74 oHumn mQHOUm HMUHOHHU may mo OUCmUHchOHm mo Hm>mq meE mo mmocmumwwHO mo Houum Oumpcmum mmuoom cmmE mo mucwHOMMHQ oHumu HmoHuHHo musmfifiou II El 0) II E g. m & AHHmuuocov mo. m uchHchmHm uoz ON.H om.m mm.m mumoz new Humoz DCMUHOHCOHm #02 OO. ON.N OO. NIBOQ Ocm HIBOQ pamUHchmHm uoz mm. mv.m ON.N msom mos mam msom Boo unmonHcOHm #02 OO. OO.N Oh.H mHHHw mu: paw mHHHO BOG ucmonHCOHm uoz mO. mO.N Om.N whom mu: Ocm mHHHO mu: unmonflcmHm uoz mm.H ON.N mm.m mmom eon gum mHuHo eon uchHchOHm uoz mH.H mm.H no.m mo: new 906 mpcmEEoo MU Ozmm Oz pmnmmaou masono A.moHumu HmoHuHHo mo mmumwu =u: an Omusmmma mmocmnwmeO cmmE mo wucmonHcOHmv .mmsouO mu: Ocm BOD cmmSuwQ mucmHuosv wocmOHHHmucH cmmE mo mcomHummEOU .HH mHQmB 75 OOH 5O Nm Om Nm OH OH Om OH HN mHmUOB Ocmuw Om ON O OH OH H O OH O OH wHQmumOHmcou mm NN NH OH NH O O OH O O OmuHEHH Hm HN OH O OH O H HH O O mcoz R .02 mHHHO whom Hmuos mHHHo mmom Hmuoe mHHHw mxom OCH>HHQ Hmuoe ocmuw mHmuoa BOD NIBOO HIEOQ msoH>mHm msoH>mHQ Ocm xmm ou OCHOHOUUM .mmHHommumo mocanmmxw OGH>HHO OmeHmmmHo mmsoum BOO mo COHuSQHHumHO mocmsvmum .NH mHQmB 76 OOH OO mm mm Nm OH OH Om OH OH mHmuOB UCMHU mm ma O HH m H O OH m n . magnumcflmcou NO ON OH OH NH O O OH O h UOHHEHH Om MN OH O OH HH O O m O OCOZ X .02 mHHHO whom Hmuoe mHHHO mxom HMHOB mHHHw whom OcH>HHQ Hmuoe Dcmuo mHmuoa mu: NIOUZ Humoz m50H>mnm .mmHHOOmumo wocmHHmmxm OCH>HHO m50H>mHm Ocm xmm ou OCHOHOUUM OOHOHmmmHU mODOHO mu: mo COHUSQHHumHO mucmsvmum .mH mHQmB 77 somewhat by the MCR group who had forty—two per cent in the limited driving experience category, while the DOT group had thirty-three per cent. The differences of distribution between the groups of DOT and MCR girls among the three categories were well within the range of a normal distri— ‘bution with approximately forty-two per cent of the MCR and forty—seven per cent of the DOT girls having had no previous driving eXperience, and the remaining percentage equally distributed among the other two categories. Zhi the case of the boys, they were equally distri— buted among the first two categories; however, for the DOT group, more than fifty-three per cent had considerable driving experience while thirty-three per cent of the MCR group were within this category. Table 14 shows that the distributions shown in Tables 12 and 13 produced no divergences of statistical significance, therefore, the null hypothesis must be re- tained. The Instructional and Testing Programs The instructional program consisted of: (l) the classroOm program, (2) the DOT program, (3) the MCR program: followed by the testing program which included two phases: (1) the pre-testing program, and (2) the post—testing program. 78 .mymsvm Ha0 may mo mmcmmeHCOHm mo Hm>mH u m Eonmmym mo mmmHOmQ n ma "mmx ON. N OO.N OO. N O0.0 ON. N mh.N OmcHan0 mmamHymmxm HH4 ON. H OO.H OO. H 00.0 HN. H mO.H mHQmumOHmaoo mm. H N0.0 OO. H nm.O NO. H m0.0 OmyHEHH OO. H m0.0 Oh. H O0.0 mO. H h0.0 maoz m ma mumswm m mm mumsvm m ma mumswm Bo Bo Bo OGH>HHQ mHHHO Oam mmom mHHHO whom m50H>mHm A.mymsOm Ha0 >9 Umysmmmfi mmmcmymmeO COHyDQHHymHO mo mmammHmHCOHOV xmm ma OmHmHmmmHm mmsoyO m0: cam BOO may ammBme mmHHOOmymm mmamHymmxm OaH>HyO m50H>mHm mo COHySQHHymHO may Mo mCOmHHmmEOU .OH mHamB 79 The Classroom Program Students at East Lansing High School enroll in driver education for one semester or approximately ninety clock hours of instruction. It is important to note that students participating in this study received both their classroom and behind-the-wheel instruction during the regularly scheduled time of their driver education class. The Michigan Driver Education Law, passed by a special session of the Michigan Legislature in 1955, pro— vides that classroom instruction shall not be less then thirty clock hours. Students participating in this study received approximately forty-five clock hours of classroom instruction, which began after the administration of the pre—testing program. Instruction for all students was under the direction of the regular driver education teacher at East Lansing High School, whose text for the classroom was the sixth edition of Man and the Motor Car.23 Classroom in- struction was divided into three phases: (1) the initial phase--all students received classroom instruction lasting four weeks; (2) the second phase following the instructional program in the DOT and MCR--students assigned to each group were given behind—the—wheel instruction on-the-street by the MCR and DOT instructors; and (3) the third and final phase--continuance of classroom instruction for students 23Center for Safety Education, New YCrk University, Man and the Motor Car (sixth ed.; New Jersey: Prentice- Hall, Inc., 1959). 80 until completion of the course, and the post-testing program. The DOT Program Instruction for the sixty-seven students in the DOT program consisted of ten clock hours in the DOT, supplemented with three clock hours behind-the-wheel and six hours of observation in a dual-control car on-thePStreet, making a total instruction period of eight weeks. Of this, the first two and one-half weeks involved instruction in the Drivo- trainer followed by five and one-half weeks devoted to the supplemental three hours behind—the-wheel and six hours of observation time. The MCR Program Instruction for the sixty—six students assigned to the MCR program consisted of ten clock hours on the multiple car off-street driving range, supplemented with two clock hours behind-the-wheel and four hours of obser- vation time in a dual-control car on-the-street, making a total instruction period of eight weeks. The first two and one—half weeks involved instruction on the range followed by five and one-half weeks of the supplemental two clock hours behind-the-wheel and four clock hours of observation time. The Pre-testing Program During the first three days of the semester, each student was tested for driver knowledge, driver attitude 81 and driving skill. Driver knowledge was measured by means of two driver education achievement tests based on the texts Man and the Motor Car and Sportsmanlike Driving.24 Driver attitude was measured by the Mann Personal Attitude Survey25 and the Sundwall General Opinion Survey.26 Driving skill was measured using a brief road test on the MCR. All of these tests are described elsewhere in this chapter. Each student was permitted to work on his written tests as rapidly as he chose. As soon as one test was completed, another could be started. If class time did not permit completion of a test, it was collected and returned to the student for completion during the first part of the period on the following day. Each test paper was identified with the student's name, the date and the MCR or DOT group to which he had been assigned. The Post-testing Program Immediately after completion of their instruction, students were again tested for driver knowledge, driver attitude and driving skill. The same knowledge and attitude tests used in pre—testing again were administered as post— tests. Terminal driving skill was measured using an 24American Automobile Association, §Portsmanlike Driving (3rd ed.; Washington, D.C.: The Association, 1955). 25Dr. William A. Mann is a Professor of Education, Michigan State University, East Lansing, Michigan. 26Dr. Harry Sundwall is a Professor of Education, Arizona State University, Tempe, Arizona. 82 on-the—road test developed by the American Association of Motor Vehicle Administrators and was conducted over a predetermined course on the city streets of East Lansing, Michigan. The DOT and MCR Methods of Instruction In the previous section, a brief discussion of the instructional and testing programs was presented: in this section, the methods of instructing the DOT and MCR groups will be explained. The ten hours of DOT instruction and the supplemental three hours behind-the-wheel on-the—street will be discussed in terms of (1) the DOT films, (2) the instructor's role in the DOT, and (3) behind-the-wheel instruction on-the-street. The DOT Films The eight simulator films used in this study were selected from a group of twenty-four regularly used DOT films. The Smith System of Non-accident Driving,27 a film depicting correct seeing habits, and not a part of the DOT film series, was also used. Each film was selected for instructional content and its contribution in the total preparation of the student for the road experience to follow. Films used at the beginning present relatively few driving problems; however, as the student progresses, later films 27Harold L. Smith, The Smith System of NOn-accident Driving (Dearborn, Michigan: The Ford Motor Company, 1957). 83 present a greater challenge in terms of driving lessons and experiences. DOT films used were of the "combination".type, that is each combined the best features of (l) the instructional films, and (2) the test films. A more detailed explanation of these film types follows:28 Instructional film. Is sub—divided into three distinct methods of instruction. (a) Demonstration: these films sequences are designed to give the students an over-all picture of the subject or subjects to be presented in the film. High angle, fixed and close-up photography are used for vivid presentation of material. (b) Third Person Demonstration: in these film sequences, the students are instructed to follow the actions of the driver, as he goes through the driving practices correctly. (c) First Person Instructional: this film gives the student a through-the-windshield View of the road, placing him in the driver's position to perform driving operations according to step-by—step spoken instructions. The test film. This is a "first person" film with all step—by-step instructions removed, using narrative 28Clarence Barger, George Forlano, and Richard J. O'Connor, Teachers Manual for the AEtna Drivotrainer (Hartford: AEtna Casualty and Surety Company, 1957), pp. v-l, v-2. 84 commands only to infonn the students to follow certain directions, such as "Turn right at the next intersection," etc. The combination type film used the first type with the second by giving a demonstration, placing the student behind the wheel to practice, and finally testing him on his accomplishment. Figure 22, the schedule of DOT instructional films, includes the period in the Drivotrainer, film number, film title, running time and number of showings for each film used during an instructional period in the DOT. The first period was devoted to: (l) acquainting the student to the Drivotrainer in terms of its physical components, its operation and its films; (2) developing an understanding of the function of simulators; and (3) learning the funda- mentals of driving, such as how to hold and turn the steering wheel, how to put the car in motion, and when to signal, accelerate and brake. Two films were used during the second period and each was shown one time. The first, Steering, Signalling, and Braking, was originally adopted for use with the standard shift transmission; however, film content is such that it can be used equally well for automatic transmission driving. The film provides for a continuation of the basic fundamentals learned during the first period with the student now actually performing the skills and techniques of proper steering control, signalling, and braking techniques on the 85 .mEHHm HmCOHyUSHymcH BOO mo mHSOmamO .NN mHSOHm mOmBaOHm myya500 H hNuHN a0 m>HHQ 0y OaHaymmH OH m>m3aOHm hyyasoo H mO.Hm co m>HHo ou mchHmmH OH m N hmumH myymmxm >m3mmmuaxm O O mymmyym mmB m mmumH umco co mcH>HHo m n N OOuhH cum < mxHH xymm b O N HNuO OHmDO a0 m>m3Hm O O m mm.HH sHOHOOEm mcHumHOm m O m OOumH HH mcH>Huo UHHHOHH O m OaH>HHQ ycmOHmmdlaoz H OO.NH Ho Emumsm nuHam m Oameym Oam H mOuNH OaHHHmaOHO .OaHHmmym N N ymaHmuyo>HyQ H NOuOH may OaHmsOoyyaH H H mOaH30am mmysaHz CH mHyHB HmaEDz ymchyyo>HHQ mo HmQESZ mEHB OCHccsm EHHm EHHO CH OOHHmm 86 street, and eventually is tested with regard to the degree of proficiency he has acquired. The Smith System of Non- accident Driving emphasizes the important seeing habits and basic defensive concepts in the driving task: (1) aim high in steering; (2) get the "big picture"; (3) keep your eyes moving; (4) make sure others see you: and (5) leave your- self an out. The Smith System was used at this time because the investigator was of the opinion that greater film impact could be obtained after the student had been intro- duced to on-the—street situations such as were shown during the film Steering, Signalling, and Braking. Traffic DrivinggII, the film used during the third period in the DOT reinforced the lessons the student had learned in other films as well as providing experience in turning and to test his attitude toward and judgment of traffic and pedestrians. Beginning with this period and during the remaining periods, all films in the DOT series were shown twice. Limited introduction to the standard shift by the Drivotrainer students occurred during the fourth period. Learning to shift was purposely subordinated to a rather minor role, for the actual shifting of gears plays a rela- tively insignificant role in the safe operation of an automobile. Instead, it is important that a student per- ceives correctly the complex traffic situations with which he is confronted and exercises proper judgment and attitude toward these situations. Thus, if a student has acquired 87 the ability to operate an automatic transmission car in traffic, then the teaching of the neuro-muscular skills involved in gear shifting becomes a rather simple task. Film # 5, Shifting Smoothly, concerns itself with the teaching of the basic skills of shifting, the use of the clutch and the use of the accelerator. The concept of defensive driving was taught in film # 6, Always on Guard. This film demonstrated to stu- dents how careful drivers are always alert for potential accidents and how they take measures to prevent such situations from developing. In addition, the film demonstrates how good drivers act in emergency situations to prevent acci— dents. Five emergency situations are provided in the test portion of the film, with the students being scored to see if they made the correct response actions in each case. The defensive driving concept was introduced during this lesson because films to follow would demand driver reaction to complex traffic situations requiring an under— standing of defensive driving before proceeding further. Period # 6 which involved instruction in parallel parking utilized the film Park Like A Pro to teach the techniques of steering, braking, accelerator control, and safety precautions. Driving On One—Way Streets, film # 8, used during the seventh hour in the Drivotrainer, provides basic instruction in safely negotiating one-way streets with special emphasis on correct lane usage, lane changing, 88 parallel parking on the left side, and turns made into and off of both two-way and one—way streets. During the eighth period the film Expressway Experts demonstrated the safety practices and the judgment necessary for safe driving on modern expressways. Students were shown the safe and proper way to enter and leave an expressway emphasizing the necessity of remaining alert, establishing a safe following distance, and matching their speed with other traffic. The last two periods in the Drivotrainer dealt with instruction in driving safely on rural roads. To provide this experience, film # 10, Learning to Drive on Country Highways, takes the student driver on gravel as well as paved surfaces, where he learns the many different types of situa- tions that might occur on roadways of this type emphasizing proper speed control in relation to geometric design and road surface. Instruction is given in passing another car at the higher speeds one encounters in rural areas, as well as important defensive concepts that must always be considered. Because of its broad content and implications for safe rural driving, it was necessary to devote two periods to the discussion and showing of this film. The Instructor's Role in the DOT Classroom Both teachers assigned to the Drivotrainer followed a definite pattern in their teaching. Following the first or introductory session, emphasis was placed on the use of 89 supplementary teaching aids during each period in the Drivotrainer classroom. A magnetic traffic board, black- board, and flashlight pointer were used to clarify and simplify problems arising from the films. During the actual showing of a film, the instructor found it extremely helpful to interject comments of his own during pauses in narration on the film sound track. Where advisable, traffic situations seen in the films were related to actual traffic situations in the communityaand adjacent area in which the students would be driving after instruction. The discussion of driving errors after each film was based on the score sheet produced by the recording machine during the showing of the film (Figure 23). As the in- structor read the score sheet for results, each student scored his own Error Check Sheet (Figure 24). Following each class session the student score sheets were collected and filed as a permanent record of their progress. The DOT Group in the Dual Control Car Immediately following the ten periods of instruction in the Drivotrainer, students were scheduled in groups of three for three hours of instruction in a dual control car on-the—street with the same instructor they had had in the Drivotrainer. The first hour on-the—street was one of familiarization, that is, the student made left and right turns, accelerated, slowed down, used his brakes, etc., to get the "feel" of the car. Students adapted quite 9O lst 2nd 3rd 0 o o o o o o o 0 Rev 0 o o Rt Sig o o o o o o Slt Rt Med Rt Ful Rt Acc Up 0 o o o o o o o o o o o 0 ACC Qt o o o o Acc Hf Acc Ful Acc On 0 o o o o o o o o o o o No Stal Frct P o o o o o o o o o Hnd Br 0 o o o o o O O O O O O O Figure 23. Drivotrainer score sheet. 91 DRIVOTRAINER STUDENT ERROR CHECK SHEET STUDENT ERROR CHECK SHEET Film 6 FILM - ALWAYS ON GUARD Student's Name Class Date INSTRUCTIONS: Indicate in the proper column with a check mark whether you DID or DID NOT complete the items listed on the left. In the REMARKS column, indicate errors brought to your attention by the instructor. ACTION DID DID NOT REMARKS EXAMPLE: RIGHT STEER Oversteered Right 1. We are driving behind a station wagon ACCELERATE 1/4 - 1/2 2. Station wagon suddenly cuts in front of us HARD BRAKE 3. We are passing a line of parked cars ACCELERATE UP 4. Door opens on a parked car LEFT STEER, HARD BRAKE, HORN 5. We drive on again SHIFT lsT, 2ND, 3RD 6. We are told to turn left at the light LEFT SIGNAL, MEDIUM LEFT 7. We approach the light SOFT BRAKE 8. We stop at light CLUTCH DOWN, NEUTRAL 9. The light changes in our favor SHIFT TO 1ST 10. A car runs the light and turns left CLUTCH FRICTION POINT (NEGATIVE CHECK), NO STALL, ACCELERATOR DOWN (NEGATIVE CHECK) 11. We turn left at the light MEDIUM LEFT 12. We approach another intersection ACCELERATOR UP 92 ACTION DID DID NOT REMARKS l3. 14. 15. 16. 17. 18. 19. 20. Station wagon cuts in front of us HARD BRAKE We continue our drive SHIFT lsT, 2ND, 3RD We are told to turn left at next inter- section LEFT SIGNAL We approach the intersection ACCELERATOR UP Oncoming car turns short left at inter— section RIGHT STEER, HARD BRAKE We move up to the intersection SHIFT TO lsT We stop at the intersection SOFT BRAKE We turn left at the intersection MEDIUM LEFT Figure 24. Student error check sheet. 457-191 93 readily to the actual automobile, and no problems presented themselves during this phase of the program. In fact, instructors found it generally unnecessary to give verbal instructions prior to and during the various driving maneuvers, so the assumption could be made that the practice in the Drivotrainer had sufficiently demonstrated that which was expected of the students. Instructors were able for the most part to confine themselves to directing the students where to go and the maneuver to execute next. The second and third hours on-the-street involved driving in the city and on rural roads° All DOT students drove over identical routes and practiced specific skills and maneuvers at identical or nearly identical Spots. An out- line suggesting roads, routes, intersections and other eXperiences was closely followed (see Appendix A). The area surrounding East Lansing High School with— in a radius of approximately ten miles was used for instruction in the dual control car. The preceding paragraphs have presented the Drivo- trainer method of instruction. Following is a description of the MCR method employed in this study in which students are taught in the multiple car off-street driving range program. The MCR Instructional Lessons Students were assigned individually to MCR cars for a period of three lessons, after which, another car was assigned to each student. This plan permitted all students 94 to have experience in driving either a standard size car, a compact, or a station wagon. The instructional program which confined itself to the multiple car off—street driving range followed the ten prepared lessons (Figure 25) and is included in detail in Appendix B. When students arrived on the MCR for their lesson, they were assigned cars and given a practice driving guide (see Appendix C) which outlined all the experiences they would be held responsible for while on the MCR. All demonstrations of lessons were done on a group basis using a transistorized portable horn in making instructions audible. Instructions for lesson # l were given while students were sitting in their assigned cars. All cars were parked in accordance with the diagram attached to MCR lesson plan # 1 Appendix B. Orientation to the driver's compartment was done on a car-group basis, that is, students assigned to standard-sized cars were given instructions first, those in the compact cars next, followed by the student in the station wagon. Following orientation to the driver's compartment, and having made the required preparations to drive, the students, cued by the instructor, moved their cars on an individual basis forward and to the rear as indicated on the lesson diagram. Having proceeded forward and to the rear as indicated on an individual basis and under close observation by the instructor, students were then told to proceed through the same exercise on their own. This accomplished, students were given instructions LESSON NUMBER 95 LESSON TOPIC l l. Orientation to the driver's compartment 2. Preparing to drive 3. Starting and stopping procedure 4. Proper steering technique 5. Moving the car forward and to the rear 6. Driving around the MCR 2 1. Review starting procedure 2. Lane changing 3. The "T" exercise 3 l. The "X" and figure "8" exercises 2. MCR hill to be opened during this period 4 1. Double garage exercise 5 1. Parking on a hill 2. Angle parking 6 1. "Y" turn exercise 2. Parallel parking 7 l. Passing 2. Start testing program 8 1. Testing 2. Open driving 9 1. Testing 2. Open driving 10 1. Testing 2. Open driving Figure 25. Schedule of MCR instructional lessons. 96 in driving around the area in a counter clock-wise direction. While the others sat in their cars and observed, one student was guided around the area by the instructor giving in— structions with the portable transistorized horn. All students completed the same maneuver in their assigned cars with time permitting them to complete at least two trips around the area. At the end of the period, cars were parked as indicated on the lesson diagram. Following lessons proceeded in much the same manner with a lesson demonstration of the skill scheduled for the day being done by a student driver and guided by the instruc— tor using the horn for communication. After demonstration of the special maneuvers, students went to their cars and began their practice driving. As students completed sche- duled maneuvers satisfactorily, the instructor so noted by initialling an MCR Assignment Card (Appendix D). Starting with the seventh lesson and continuing through the tenth and final lesson, a skill test (Appendix E) cover- ing the driving requirements included in the MCR practice driving guide was administered to all students. As can be noted from the test copy included in the Appendix, greatest numerical weight was attached to those items emphasizing correct driver behavior. The instructional program was completed with the eighth lesson; however, two additional hours of driving were included so the testing program could be finished and students would have additional practice time of driving maneuvers. 97 The Instructor's Role on the MCR In addition to daily instruction of scheduled driving skills, perhaps the most important task of the instructor on the MCR is close attention to the driving habits exhibited by members of the class as they react to the traffic pattern established by classmates in other cars on the range. Contrary to what one might believe, the fact that the instructor does not sit in the cars, except on occasion where individual instruction is warranted, places him in an advantageous position to observe all vehicles as they go through the various required maneuvers and drive about the area . The MCR Group in the Dual Control Car Upon completion of the ten periods of instruction on the MCR, students were scheduled in groups of three for two hours of instruction in a dual control car on—the- street with the same instructor they had had on the MCR. The first hour on-the—street was devoted to driving in the cities of Lansing and East Lansing, while the second hour included instruction and experience in driving on rural roads such as divided highways, narrow, paved, sharply crowded secondary roads and gravel county roads. As did the DOT group, all students drove over identical routes and practiced specific skills and maneuvers at identical or nearly identical spots. 98 The Testing Devices and Methods In this section are described the nature, the method of use, and the methods of scoring the instrument used for gathering data for this investigation. The instruments included are: (1) The Mann Personal Attitude Survey, (2) The Sundwall General Opinion Survey, (3) The Achievement Test for Man and the Motor Car, (4) The Sportsmanlike Driving Final Test, (5) The Elementary Skills Test (Appendix F), and (6) The On-The-Road Test (Appendix G). Achievement Test in Driver Education for Man and the Motor Car This is a self-administered knowledge test based on material contained in the textbook Man and the Motor Car (Sixth Edition). It is a one hundred item test composed of ten multiple choice questions, thirty-seven sentence completion questions, eight matching questions and forty- five true and false questions. The tests were scored by counting the correct responses made and recorded at the bottom of each page. No attempt has ever been made to standardize this test; therefore, no statistical evidence was available for either the internal validity or the reliability of the test. It was assumed, however, that the test had curricular validity and was accurate and representative sampling of the material contained in the book Man and the Motor Car for which it was devised. 99 Achievement Test in Driver Education for Sportsmanlike Driving (Third Edition) This final examination is a self—administering test, composed of fifty multiple choice items on material con— tained in the textbook Sportsmanlike Driving. The answers are recorded on a separate answer sheet where instructions to this effect are given. A total score is obtained by summing the correct responses on the answer sheet. The validity of the test was established by eliminating from an original pool of 591 questions, those questions which were found to be too easy, too difficult, or did not discriminate between the ”good" and "poor" students who originally took the test. "Good" and "poor" students were those who made the best and poorest over— all scores respectively on the test. There appears to be no evidence as to the test's reliability. NOrms have been established which indicate grades of A, B, C, D, and E. Grades of A and E repre- sent the upper and lower six per cent respectively; grades B and D represent the next twenty-five per cent respectively: a grade of C represents the middle thirty-eight per cent of the distribution. These are contained in a research report from the American Automobika Association. The Mann Personal Attitude Survey This is a self—administering survey including sixty statements reflecting attitudes and feelings about oneself and one's reactions to others in traffic and other social 100 settings. While validity and reliability for this test have not been established, highly interesting results have been obtained in situations where the test has been administered. Clemence, Miller and Stille, in an un- published report titled A Comparative Analysis of Knowledge and Attitudes Toward Traffic Safety Among Instructors, Teen-age Novice Drivers and Traffic Violators found that a group of violators demonstrated a wide enough difference in total scores and deviation from normal in enough specific questions to give credence to the belief that attitude and driving performance are closely associated. Kenel,29 in administering the test to high point violators referred by the courts to a traffic improvement school, found that some 200 cases could be classified either aggressive or constrictive as a result of scores attained on the test. The Sundwall General Opinion Survey This is a self—administering survey consisting of 135 statements involving ideas in human relations. No statistical evidence is available regarding validity and reliability. On-the-Road Test The purpose of this test was to determine the relative ability of students to control the car under actual 29Francis C. Kenel is Director of Safety and Traffic Education, Illinois State University, NOrmal, Illinois. 101 driving conditions. A course was selected in the vicinity of East Lansing High School which included right and left turns, multiple lane traffic, traffic signals, a blind intersection, up and down hill parking, and pedestrian crosswalks. A map of the course is shown in Figure 26. The streets selected for the on-the-road tests did not constitute a part of the regular on-the-street training given to the DOT and MCR groups. As he drove, each student was scored by the examiner, a doctoral candidate in Education, who by reason of his experience and training in the Colorado Highway Patrol was adjudged to be well qualified to administer the road test. The score sheet used for this test (Appendix J) was devised by the American Association of Motor vehicle Administrators.3O The test is divided into three sections: (1) Vehicle handling, (2) Traffic problems, (3) Road problems. Each time that a student failed to perform properly during any part of the test, a mark was placed in the column headed "needs trainhng." Conversely, when the examiner noted acceptable action on the part of the driver, he placed a mark in the column headed "Good." Tests were scored as recommended in the A.A.M.V.A. Manual. 30American Association of Motor vehicle Administrators, A Manual for Driver-Licensing Authorities in the Examining of Applicants for Drivers Licenses (Washington: American Association of Motor vehicle Administrators, 1959), p. 105. 103 The Elementary Skills Test This test was administered to all students assigned to either the DOT or MCR prior to the start of their training programs. Items for the test were selected from the first three areas appearing on the MCR practice driving guide previously discussed. Summary In this chapter were described the methods of selecting the school and the instructors, the methods of selecting and assigning the students, and a description of the characteristics of the students. The school and instructors were chosen on a selective basis as well as their availability for the study. The students were selected on the basis of a few select criteria and randomly assigned to the DOT and MCR groups. The students were distributed on the basis of sex, age, grade level, intelligence, and previous driving experience. Also described were the methods of designing the DOT and MCR instructional programs, the methods of conducting the pre- and post-testing programs, the methods of instruct- ing the DOT and MCR groups, and a description of each of the testing instruments used in the investigation. The follow— ing chapter is devoted to the methods of gathering, processing, and analyzing the data from the criteria used in this study. CHAPTER IV ANALYSIS OF THE DATA AND RESULTS In the previous chapters, the methods of procedure for this investigation were presented. This chapter con— tains the results of a statistical analysis of the data. These results are presented under the following seven headings: (l) (2) (3) (4) (5) (6) (7) Comparisons of driving attitude, personal opinion, and driving knowledge test scores between and within DOT and MCR groups before instruction; Comparisons of driving attitude, general opinion, and driving knowledge test scores between and within DOT and MCR groups after instruction; Changes in driving attitude and general opinion test scores: Changes in general driving knowledge test scores; Changes in specific driving knowledge test scores: Comparisons of driving skill test scores between and within the DOT and MCR groups after instruction: and Correlations between chronological age, intelligence quotients, and previous driving experience categories, respectively, and scores on the final criteria. 104 105 Prior to the statistical analysis of the data as done by the writer within this chapter, a statistical treat— ment was performed by the Department of Statistics, Michigan State University, employing the Wilk's Alpha Criterion.31 This process involves the technique of analyzing the variances and covariances of multiple correlated variables and substantiates findings in this chapter which were determined by statistical methods as found in Garrett.32 The significance of mean differences was tested by critical ratios for driving attitudes, general opinion driving knowledge, and the scores of the on-the-road test. Significance of correlations between chronological age, intelligence, and previous driving experience, respectively, and the on-the-road test, was tested by Chi square. Correlations between chronological age and intelligence, respectively, and the other final criteria, were calcu- lated by the product moment technique and were tested by critical ratios. Comparisons of Driving Attitude, General Opinion and Driving Knowledge Test Scores between and within DOT and MCR Groups before Instruction In this section, are the findings resulting from "t" tests which compared mean group scores in driving 31C. Radhakrishna Rao, Advanced Statistical Methods in Biometric Research (New York: John Wiley and Sons, Inc., 1952). 32Henry E. Garrett, Statistics in Psychology and Education (New YOrk: Longmans, Green and Company, Inc., 1958). 106 attitude, general opinion, general driving knowledge, and specific driving knowledge before instruction. These findings are shown in Tables 15, 16, 17, and 18, respectively. Driving Attitude Pre-test Scores Table 15 contains the differences in mean driving attitude test scores and the levels of significance of these differences on the Mann Personal Attitude Survey administered before instruction. Table 15 shows that: 1. There was no significant difference in mean driving attitude scores between the DOT and MCR groups. 2. The DOT boys had a 4.68 lower mean driving attitude score than the DOT girls, significant beyond the .01 per cent level. 3. The DOT—l group had 6.60 lower mean driving attitude score than the DOT-2 group, significant beyond the .001 per cent level. 4. The MCR-1 group had a 4.23 lower mean driving attitude score than the MCR-2 group, significant beyond the .01 per cent level. 5. For all other differences measured, the null hypothesis must be retained. General Opinion Pre—test Scores Table 16 contains the differences in mean general opinion test scores and the levels of significance of these differences on the Sundwall General Opinion Survey administered 107 ym3oH Ho Hm>mH OO. ym OmymmHOCH myomm CmmE ymaOHm u COHymmHHQ ,Omymmeom mmCOHO CHayH3 myCmOCym mo HmQECz oHymH HmmHyHyU may mo mUCmmHHHCOHm mo Hm>mH u myCmEEOU oHymH HmoHUHHo u mo OE mmyomm CmmE Ho mmmCmymmeO mo Hoyym OHMOCmyO H mm mmyoom CmmE mo mmCmymmmHQ n US Z "mmx HHHmuumcov mo. m Hm>mH HO. Hume: ccosmn ycmoHHHcmHm OH.N mm.H m~.O mm ~-moz cam Hump: Hm>mH HOO. HIBOQ OCOOmQ yCmUHmHCOHm O0.0 Nm.H O0.0 nO NIBOQ OCm HIBOO yCmmHmHCOHO yoz hm. OO.H Om.H OO mmom m0: OCm mwom BOO yCmmHmHCOHm yoz OO. OO.H mO. OO mHHHO m0: OCm mHyHO BOO yCmmHmHCOHO yoz OO.H OO.H OO.N OO mOOO mu: OCm mHHHO O02 Hm>mH HO. whomlaoa OCome yCmmHHHCOHO OO.N OO.H O0.0 5O mOOO BOO OCm mHHHO BOO yamUHHHcmHm yoz ON. mH.H mm. mmH mu: cam Hon CoHymmyHQ myCmEEOU m0 DEMO 02 Z vmymmao0 mOCOCO ymmylmym ACCMSV mOCyHyym OCH>HHO CmmE CH mmmCmymmeO may wo mmCmUHHHCOHO .moHymH HMUHyHHU mo mmymmy :y: >3 Omysmmmfi mm mmCOCO m0: OCm BOO may CHayH3 OCm Cmm3yma mmyomm .OH mHQmB 108 oHymu HmmHyHyU may mo mmCmmHMHCOHm m0 Hm>mH ym3oH Ho Hm>mH OO° ym myomm.CmmE HmaOHm CoHymmuHQ myCmEEoo oHymy HmmHyHH0 u m0 mmyoom CmmE mo mmmCmHmmmHD mo Hoyym DHmDCmyO n DEMO mmyomm CmmE mo mmCmymmmHQ H D: Dmymmfioo mOCOHO CHayH3 myCmDCym mo HmaECz u z u>mx AHHmyImCoV OO.m ucmoHHHcmHm uoz mm.H mm.m OH.O mm Numoz cam Humoz Hm>mH OO. «neon ncosma unmoHHHcmHm ON.N HH.~ Hm.m Hm Olson mam Hueoo yCmmHHHCOHm yoz ON. OO.N mm. OO whom m0: DCm mwom BOO yCmmHmHCOHm yoz mN. OO.N OO. OO mHyHO mu: DCm mHHHO BOO yCmmHHHCOHm yoz OH.H OO.N Om.m OO whom MOE DCm mHHHO m0: yCmmHHHCOHm yoz OO. OO.N OO.H PO whom BOO DCm mHCHO BOO hO.N O0.0 mmH m0: DCm BOO COHyumHHQ myCmEEo0 m0 DEMO D2 2 DmHMQEOU mQCOHO .moHymy HmmHyHHo mo mmymmy =y: an Dmysmmme mm mmCOHO m0: DCm Boa may CHayH3 DCm Cmm3yma mmyomm ymmylmum HHHm3DCCOV COHCHmo HmymCmO CmmE CH mmUCmummmHD may mo mmCmmHmHCOHO .OH mHQmB 109 before instruction. Table 16 shows that: l. The DOT—2 group had a 5.97 higher mean general opinion score than the DOT—1 group, significant beyond the .05 per cent level. 2. For all other differences measured, the null hypothesis must be retained. General Driving Knowledge Pre-test Scores Table 17 contains the mean differences and their levels of significance in general driving knowledge between and within the DOT and MCR groups when tested before instruction with the Sportsmanlike Driving final examination. The following findings are taken from the table: 1. The DOT boys group exceeded the DOT girls group by 9.75 mean score points, significant beyond the .01 level. 2. The MCR boys group had a 5.28 higher mean score than the MCR girls group, significant at the .05 level. 3. The DOT—1 group had a 17.37 higher mean score than the DOT—2 group, significant beyond the .001 level. 4. The MCR-l group had a 15.45 higher mean score than the MCR-2 group, significant beyond the .001 level. 5. The null hypothesis must be retained for all other differences. 110 CmBOH yo Hm>mH OO. ym DmymmHDCH myomm CmmE HmaOHm u CoHyUmHHQ OHymy HmmHyHym may Ho mmCmonHCOHm Ho Hm>mH u myCmEEOO OHymu HmmHyHH0 H m0 Dz mmyomm CmmE mo mmmCmHmmmHD mo Hoyym DHMDCmyO H mm THOUm DmymmEom mmCoyO CHayH3 CmmE mo mmCmymHMHO n D2 myCmDCym mo HmaECZ N Z "Omx HHHmyumcov mo. m Hm>mH Hoo. Hume: ocosmn pcmoHHHcmHm Om.o Om.N mO.mH mm mumuz cam Humoz Hm>mH Hoo. Hneoo vcosma ychHHHcmHm Hm.m OO.N Hm.HH HO N-Hoo cam Hueoo ycmonHcmHm uoz OO. Hm.m ON.N mm msom mu: cam msom eon HOOUHHHamHm uoz OO.H OH.m mH.m mm mHHHm mo: cam mHHHm eon Hm>mH mo. mumoz um ucmonHcmHm mm.H mH.m mm.m mm msom mus mam mHHHo mo: Hm>mH OH. mueoo ocosmn pcOOHHHcmHm HH.N mm.m mH.m HO msom eon new mHHHm Hon HcOUHHHcmHm uoz mH. OO.N om. mmH mu: cam Boo COHymmHHQ myCmEEOO m0 DZOO D2 2 Dmymmeoo mOCOHO .moHymu HmmHyHym mo mmymmy :y= On Dmydmmme mm mOCOHO O02 DCm BOO may CHayH3 DCw Cmm3me mmyomm ymmylmym mODmHBOCx OCH>HHD HmHmCmO CmmE CH mmUCmymmeD may mo mmCmonHCOHO .OH mHQmB 111 Specific Driving Knowledge Pre-test Scores In Table 18 are presented the differences and levels of significance between mean scores in Specific driving knowledge obtained when the achievement test for Man and the Motor Car was administered before instruction. The table shows the following findings: 1. The DOT boys exceeded the DOT girls by 4.17 mean score points, significant beyond the .05 level. 2. The DOT-2 group scored 6.75 points higher than the DOT-l group, significant beyond the .001 level. 3. The MCR-2 group was 10.98 score points better than the MCR-1 group, significant beyond the .001 level. 4. The null hypothesis is tenable for all other differences. Comparisons of Driving Attitude, General Opinion and Driving Knowledge Test Scores between and within DOT and MCR Groups after Instruction The findings which resulted from comparing the groups on the post-instruction criteria for driving atti- tude, general opinion, and driving knowledge are presented in Tables 19, 20, 21, and 22. These findings are presented under the headings of (1) driving attitude, (2) general opinion, (3) general driving knowledge, and (4) specific driving knowledge. 112 Hm3oH yo Hm>mH OO. ym DmymmHDCH myomm CmmE ymaOHm H COHyUmHHQ oHymy HmmHyHHm may mo mUCmmHmHCOHm mo Hm>mH u myCmEEOU oHymy HmmHyHHO u m0 DE MOHOUm Emma MO mOUfiOHOMMHU NO HOHHO UHMUCMHm H mm DmHmQEOU mOCOHO CHayH3 myCmDCym mo HmaECz u z mOHOUm CmmE Ho mUCmCmmHHQ u D2 "me HHHmyumaoV mo Hm>mH Hoo. Numoz Ocosmn ycmoHHHcmHm Om.m Om.N mm.OH mo «Imus cam Hump: Hm>mH Hoo. N-Hoo ucosmn yam0HHHcmHm HH.m Nm.H mH.O so «1906 cam Huaoo yCmmHOHCOHm yoz NO.H NO.N mO.m OO whom m0: DCm m>om BOO ucmoHHHcmHm yoz HO. mO.H me. me mHHHm mo: cam mHuHm Boo ycmoHHHcmHm uoz Om. OH.N Om. mo whom mo: cam mHHHo mos Hm>mH mo. m>om BOO DCome yCmmHmHCOHO OH.N OO.H OH.O NO whom BOO DCm mHHHO BOO ucOUHHHcmHm poz OO.H mm.H mO.H mmH mo: mam Hon COHyomHHQ myCmEEOO m0 DEMO D2 2 DmymmEOU mOCOHO .moHymH HmmHyHHm mo mmymmy =y= an DmysmmmE mm mmCOHO m0: DCm BOO may CHayH3 DCm Cmm3ymn mmyoum ymmylmym mODmH3OCx OCH>HHD UHHHUQO CmmE CH mmUCmCmmmHD may mo mUCmmHMHCOHO .OH mHQmB Driving 113 Attitude Post-test Scores In Table 19 are presented the differences and levels of significance of these differences of mean performance on the Mann Personal Attitude Survey administered at the termination of instruction. Tabulation of the findings reveals: 1. General between With respect to the total DOT and MCR groups, the null hypothesis must be retained. The DOT-2 group exceeded the DOT-1 group by 6.69 mean score points, significant beyond the .001 level. The MCR-2 group in turn exceeded the MCR-l group by 6.81 mean score points, significant beyond the .001 level. No other significant differences exist between or within groups, causing the null hypothesis to be retained. Opinion Post—test Scores Table 20 records the differences in mean performance DOT and MCR groups on the Sundwall General Opinion Survey administered at the completion of instruction. The table shows that: 1. No significant differences exist between or within groups, therefore the null hypothesis must be retained in all instances. 114 ymon Ho Hm>mH OO. ym DmymoHDCH muomm CmmE HmaOHm oHymy HmmHyHym may mo mmCmmHmHCOHm mo Hm>mH mmuomm CmmE mo mmmCmymmmHD mo youym DHMDCmyO DmHmOEom mmCoyO CHayH3 mycmDCym mo HmQECZ mmHomm CmmE mo mmCmymHMHn H COHyUmHHQ u myCmEEOU oHumH HmoHuHHo n mo H Uzmm H CS N Z. “mmx HHHmuumcov mo.m Hm>mH Hoo. mumoz oonmn pamUHHHcmHm mm.O Om.H HO.O OO mumoz cam Humoz Hm>mH Hoo. «neon oconn ucmoHHHcmHm Om.O OO.H mO.O HO N-Hoo mam Hueoo yCmonHCOHm yOZ ON. mO.H OO. OO mwom m0: DCm mwom BOG ycmoHHHcmHm uoz OO. OO.H HO. OO mHHHo mo: cam mHuHm eon ycmoHHHcmHm uoz HH.H HO.H mO.H OO mHom mos cam mHCHm mo: HcOUHHHcmHm uoz Hm. mO.H mO.H HO mHom son Ocm mHHHm Boo pcOUHHHcmHm uoz mm. Nm.H OO. mmH mus cam Boo COHyUmHHQ .myCmEEo0 m0 DSOO D2 Z DmymmEOU mmCOHO .mOHymu HmmHyHHU mo mmymmy :y: ma Dmusmmme mm mmCOCO m0: DCm BOO may CHayH3 DCm Cmm3ymn mmyomm ymmylymom ACCMZV mDCyHyym OCH>HHD CmmE CH mmmCmymmmHD may mo mmCmmHmHCOHO °OH mHQmB 115 oHymH HmmHyHHm may Ho mmCmmHHHCOHm M0 Hm>mH u myCmEEoo oHymy HOUHyHHO u M0 mmuomm CmmE mo mmmCmymHmHD mo Hoyym DHmDCmyO n DEMO mmuomm CmmE Ho mmCmHmHMHQ u DE DmCMQEom mmCOCO CHayH3 myCmDCym Mo HmaECZ n Z “MmM lHHmO,mcoc mo. yCmUHmHCOHm yOZ OH. NN.m OO. OO NIMOE DCm HIMOE OcmoHHHcmHm uoz om. OO.H OH.N HO «neon Ocm Hueon yCmUHMHCOHm yOZ Om. Hm.m OH.H OO m>om MOE DCm whom BOO yCmUHOHCOHm yOZ OO. mm.m HO.H OO mHHHO MOE DCm mHHHO BOO yCmmHMHCOHm yOZ OO. ON.m OH.m OO mmom MOE DCm mHHHO MOE yCmUHmHCOHm yOZ NO. mO.m NO.N HO mmom BOG DCm mHHHO BOO unmoHHHcmHm uoz OH. Om.N OH.H mmH mo: cam Hon myCmEEOO M0 DEMO DE Z DmymmEo0 mmsoyw .OOHymu HOOHyHCm mo mmymmy :y: an Dmysmmmfi mm mOCOHO MOE DCm BOO may CHayH3 DCm Cmm3ymn mmyomm ywmylymom AHHm3DCCOV CoHCHmo HmHmCmO CmmE CH mmmCmymmmHD may Ho.mmCm0HmHCOHO .ON mHQmB 116 General Driving Knowledge Post-test Scores Table 21 reveals the differences in mean performance between DOT and MCR groups on the Sportsmanlike Driving final administered after instruction was completed. The table indicates that: 1. The null hypothesis with respect to a difference between the DOT and MCR groups was retained. 2. The DOT boys attained a score 7.71 points higher than the DOT girls, significant beyond the .01 level. 3. The MCR boys surpassed the MCR girls by 6.45 mean score points, significant at the .01 level. 4. The DOT-l group had a mean score exceeding the DOT-2 group by 14.70 points, significant beyond the .001 level. 5. The MCR-1 group attained a mean score of 12.45 points, exceeding the MCR-2 group by 2.19 points, also significant beyond the .001 level. 6. Other differences measured were not significant. Specific Driving Knowledge Post-test Scores In Table 22 are found the mean differences in performance on the Achievement Test for Man and the Motor .Qgr administered at the termination of instruction. The table records the following findings: 1. The DOT-2 group out-scored the DOT-1 group by 11.76 points, a difference significant beyond the .001 level. 117 HmBOH Ho Hm>mH OO. ym DmymmHDCH mmyomm CmmE HmaOHM H COHyUmHHM oHymy HmmHyHym may mo mUCmmHMHCOHm Mo Hm>mH n myCmEEOU oHumH HmoHyHHo H mm mmyomm CmmE Ho mmmCmCmMMHD Mo younm DHMDCmyO H DEMO mmuomm CmmE mo mmCmymHHHM n DE DmCmOEom mOCOCO CHayH3 myCmDCym mo HmQECZ n Z ">mM AHHmyImCOv OO.m Hm>mH Hoo. Humoz Ocommn ycmoHHHcmHm mO.m OH.N OO.NH OO ammo: Ocm Hume: Hm>mH Hoo. Huaoo Ozommn ucmoHHHcmHm Om.O Om.N OH.OH HO N-Hoo Ocm Huaoo ycmoHHHcmHm uoz HO. Om.N OO.H OO mHom mo: Ocm mHom Hon unmoHHHcmHm uoz Oo. mm.m OH. mO mHuHm mu: Oam mHHHo Hon Hm>mH Ho. mumoz um ycmoHOHcmHm OO.N HO.H OO.O OO mHom mu: Ocm mHHHm mo: Hm>mH Ho. muaon Oconn ucmoHOHcmHm mm.m OH.N HH.H HO mHom Boo Ocm mHHHm Hon chUHHHcmHm yoz mm. OO.H OO.H mmH mos Ocm Hon CoHymmHHM myCmEEOO M0 DEMO DE Z DmHmQEOO mOCOHO .moHymy HmmHyHHo Ho mmymmy :y: >9 Dmysmmme mm mOCOHO M0E DCm BOO may CHayH3 DCm Cmm3ymn mmyomm ywmylymom mODmH30CM OCH>HHD HmymCmO CmmE CH mmoCmymHmHD may Ho mmCmmHHHCOHO .HN mHQmB 118 Hm3oH Ho Hm>mH OO. ym DmmeHDCH mmyomm CmmE ymaOHm OHymy HmmHyHHU may mo mmCMUHMHCOHm m0 Hm>mH oHumu HOUHOHHU u mo DE mmyomm CmmE mo mmmCmymmmHD mo Houym DHMDCmyO u MO mO.HOUm COME W0 OUCOHONMHQ H U: Dmymmfiom mOCOHO CHayHB myCmDCym mo HmaECZ N Z 1H...,maov mo COHymmyHQ myCmEEOO u>mM Hm>mH HOO. NIMOE DCo>mQ yCmonHCOHO O0.0 ON.H N0.0H OO NIMOE DCm HIM0E Hm>mH HOO. NIBOM DCo>mQ yCmmHHHCOHO m0.0 OO.H ON.HH NO Nueon DCm HIBOM yCmUHmHCOHm yOZ ON. OO.N HO.N OO m>om MOE DCm m>om BOO yCmmHMHCOHm yOZ mO. NO.N Hm.N OO mHHHO MOE DCm mHHHO BOO ucmoHOHcmHm uoz OH. OO.N OO. OO mHom mos Ocm mHCHm mo: yCmmHmHCOHm yOZ NO. ON.N OH. NO m>OM BOO DCm mHHHO BOO HcOUHHHcmHm uoz NO. OO.H OH.N mmH mo: Ocm eon COHymmHHM myCmEEOO M0 DEMO DE Z DmHmOE00 mmCoyO .mOHymH HOUHyHHm mo mmymmy :y: >Q DmysmmmE mm mOCOCO MOE DCm BOO may CHayHB DCm Cmm3ymn mmyomm ymmylymom mODmH30CM OCH>HHD meHmmOm CmmE CH mmmCmymOmHD may mo mmCmmHMHCOHO .NN mHQmB 2. 3. 119 The mean of 16.62 points, attained by the MCR-2 group, was 1.76 points more than the MCR-l group, also significant beyond the .001 level. A significant difference did not exist between the DOT and MCR groups. There was no difference in performance between or within other groups, thus the null hypothesis can be accepted. Mean Changes in Driving Attitude Test Scores Table 23 indicates the differences in mean per- formance and the levels of significance of these differences from pre-test to post-test for both the DOT and MCR groups on the Mann Personal Attitude Survey. Mean Chagges in DOT Driving Attitude Scores The following changes in the DOT group are shown in Table 23: 1. The total DOT group improved less than one mean score point in driving attitude. The DOT boys improved less than two mean score points in driving attitude. The DOT girls, however, regressed 1.47 mean score points on the post-test for driving attitude. The DOT-l group regressed less than one mean score point, while the DOT-2 group improved slightly less than one point. 120 mOCmaU CmmE m>HymOmZ mOCmam CmmE m>HyHm0M mEmHOOHO HmCOHymnymCH 03y oy DmCOHmmm myCmDCym Ho ymaECZ mUCmmHmHCOHm m0 Hm>mH oHumu HOUHOHHU mmuomm CmmE mo mUCmHmmHHM mmyomm CmmE mo wmmCmymHMHD mo Coyum DCMDCmyO myCmEEOO M0 DEMO DE Z ">mM HHHmuImcov mO.m ucmoHHHcmHm uoz mH.HI OO.H OO.H, mm N yCmmHMHCOHm on OO.H+ NO. OO.H+ Om H unmoHOHamHm uoz OH. + HO. NH. + mm mHHHo ucmoHHHcmHm uoz OO.H: HO.H mO.H- mm mHom HcmoHHHcmHm yoz Om. I HH. HO. I OO mo: yCmoHMHCOHm yOZ OO. I OO. Om. I Nm N yCmmHHHCOHm yOZ ONO. + HO.H mO. + mm H ycmoHHHcmHm yoz HH.H+ mm. HO.H+ mm mHHHm ycmonHamHm yoz OO.H- HO.H OO.H: mm mHom ucmuHHHcmHm yoz om. I OO. mH. I HO HOO. myCmEEoo M0 DEMO DE Z QCOHO .mOHymy HmoHyHHm mo mmymmy =y= >a DmHCmmmE mm mOCOHO M0E DCm BOO may now mmyomm ymmy HCCMEV mDCyHyym OCH>HHD CH mmOCmaU CmmE may Mo mUCmUHOHCOHO .mN mHamB 121 5. None of the changes could be termed significant at the levels applied. Mean Changes in MCR Driving Attitude Scores Table 23 also records the following mean changes in driving attitude: 1. The total MCR group improved less than one mean point in driving attitude. 2. The MCR boys improved less than two mean points in driving attitude. 3. The MCR girls regressed less than one score point in driving attitude. 4. The second semester MCR group improved almost two mean points, while the DOT-2 group's score was one mean point lower than their mean pre- test score. 5. The differences noted were of no significance. Mean Changes in General Opinion Test Scores In Table 24 are presented the mean changes and the significance of these changes in general opinion as a result of administering the Sundwall General Opinion Survey to the DOT and MCR groups before and after instruction. Mean Changes in DOT General Opinion Scores The following positive changes are indicated in Table 24 for the Drivotrainer group: mOCmam CmmE m>HyMOmZ mOCmam CmmE m>HyHm0M u + OHymu HmmHyHym may Ho mmCmmHmHCOHm Mo Hm>mH u myCmEEo0 OHymH HmmHyHHO n M0 mmyoom CmmE Mo mmoCmymMMHD Mo yoyym DHMDCmyO u DEMO mmuomm CmmE mo mmCmymMHHQ n DE mEMHOOCQ HMCOHymCHymCH 03y oy DmCOHmmm myCmDCym mo Hm3ECZ u Z ">mM HHHmuImcov mO.m 122 ycmoHHHcmHm yoz NO. + OO.H Om. + Nm N Hm>mH OO. DCo>m3 yCmmHMHCOHO NN.N+ OO.H H0.0+ Om H yCmmHMHCOHm yOZ OO.H+ mN.H NO.H+ mm mHyHO pcmonHcmHm yoz Nm.H+ HO.H HN.N+ mm mHom Hm>mH OO. DCo>m3 yCmmeHCOHO OH.N+ ON.H HN.N+ OO mum. OOOUHOHcmHm uoz OH. I HO.H OH. I Nm N yCmmHMHCOHm yOZ OH.H+ Om.H OO.H+ mm H ycmoHHHcmHm uoz OO. + OH.H OO.H+ Nm mHHHO OcmoHOHcmHm uoz om. + HH.H Om. + mm mHom ucmoHHHamHm uoz om. + NO. OH. + HO HON. myCmEEOO M0 DEMO DE Z QCOHO .moHymy HmmHyHHm M0 mmymmy :y= >3 DmysmmmE mm mQCOCO MOE DCm BOO may now mmyomm ymmy HHHOSDCCOV COHCHQO HmComHmm CH mmOCmam CmmE may Mo mUCmmHMHCOHO .ON mH3mB 123 1. The total DOT group made a positive change of less than one mean score point. 2. DOT girls improved slightly more than DOT boys, although the difference was not significant. 3. The DOT-l group improved, but not significantly over the DOT-2 group. Mean Changes in MCR General Opinion Scores The following mean changes are also shown in Table 24. 1. The total MCR group improved almost three mean score points, a gain significant beyond the .05 level. 2. The MCR girls and boys both showed a positive, but not significant gain. 3. The MCR—1 group improved more than four mean score points, a gain significant beyond the .05 level. 4. Other scores showed slight, but not significant improvement. Mean Changes in General Driving Knowledge Test Scores Table 25 presents the mean changes and the signifi- cance of these changes in general driving knowledge as a result of administering the Sportsmanlike Driving final examination to the DOT and MCR groups before and after training. 124 Mean Changes in DOT General Drivinngnowledge Scores 1. The DOT group improvement of 2.73 mean score points was significant beyond the .001 level. The DOT girls gained 3.37 mean score points in general driving knowledge which was significant beyond the .01 level. The DOT-2 group improved their general driving knowledge score 4.06 points, significant beyond the .02 level. Other scores, although showing positive improvement, were not found to be significant. Mean Changes in MCR General Driving Knowledge Scores Also shown in Table 25 are the changes in general driving knowledge for the MCR groups. These changes are summarized as follows: 1. The total MCR group improved 2.45 mean score points, significant beyond the .01 level. The MCR boys improved their mean score 2.75 points, a gain significant beyond the .01 level. The MCR-2 group gained 4.00 mean score points in general driving knowledge, significant beyond the .02 level. Positive, but not significant gain was made by the MCR girls and the MCR-l group in general driving knowledge. mOCmau CmmE m>HyHmom n + oHymy HmmHyHHm may mo mmCmmHmHCOHm mo Hm>mH n myCmEEo0 oHumH HmoHuHuo n mo mO.HOUm COTE MO WOUCOHOMMHU MO HO.H.HO UHMUCMHW H Emm mO.HOUm CMOE MO OUCOHOMMHQ H E Z 125 mEmHOoym HOCOHyUnymCH 03y oy DmCOHmmm myCmDCym Mo Hm3ECZ u ">mM HHHmuImcoV mO.m Hm>mH No. Ocommn ucmoHOHcmHm NH.N+ HO.H oo.O+ Nm N unmoHHHcmHm uoz ON.H+ OH. OO.H+ Om H ucmoHHHcmHm uoz HH.H+ HO.H HO.N+ mm mHHHu Hm>mH Ho. OOOHOQ HOOUHHHOOHO Nm.m+ OH. OH.N+ mm mHom Hm>mH Ho. OOOHOH pamoHHHcmHm mm.N+ mm. OO.N+ OO mum. Hm>mH No. Oconn ucmoHHHcmHm OO.N+ HO.H Oo.O+ Nm N Hm>mH mo. ym OOOUHHHOOHO OO.H+ HH. HO.H+ mm H Hm>mH Ho. OOOHmn OOOUHHHOOHO HO.N+ ON.H Hm.m+ Nm mHHHO Hm>mH mo. pm ucmoHHHcmHm OO.H+ OH.H HH.N+ Om mHom Hm>mH Hoo. Ozomma pamoHOHcmHm mN.m+ mm. mH.N+ HO MOO myCmEEOO M0 DEMO DE Z QCOHO .moHymy HmmHyHyo mo mmymmy :y: >3 DmysmmmE mm mmCOHO MOE DCm BOO may now mmyomm ymmy mODmH3OCM OCH>HHD HmymCmO CH mmOCmam CmmE may mo mmCmmHMHCOHO .ON mH3m9 126 Mean Changes in Specific Driving Knowledge Test Scores Presented in Table 26 are the changes and signifi— cance of changes in mean test scores in specific driving knowledge as determined by the Achievement Test for Map and the Motor Car which was determined before and after training. Mean Changes in DOT Specific Driving Knowledge Scores 1. The total DOT group improved 9.86 mean score points, a gain significant beyond the .001 level. 2. Improvement significant beyond the .001 level was attained by both DOT girls and DOT boys. 3. The DOT-l and 2 groups each in turn made improvement that was significant beyond the .001 level. Mean Changes in MCR Specific Driving Knowledge Scores Table 26 also shows that the changes for the MCR groups was comparable to significant gains made by the DOT groups. Following are the specific changes: 1. The total MCR group gained approximately 10.0 mean score points, an improvement significant beyond the .001 level. 2. Boys and girls in the MCR group showed improvement significant beyond the .001 level with the slightly higher score in favor of the MCR boys. 127 mOCmaU CmmE m>HyHmom u + oHymu HMUHyHyU may mo mmCmmHMHCOHm mo Hm>mH u myCmEEOO oHymH HmoHyHHo u mo mmuomm CmmE Ho mmmCmymmmHD mo Hoyym DHMDCmyO u DEMO mmyomm CmmE Mo mmCmymmmHM n DE mEmHOon HOCOHymCHymCH 03y oy DmCOHmmm myCmDCym mo Hm3ECZ N Z u>mM HHHmuImaov mO.m Hm>mH Hoo. Ocommn ucmoHOHcmHm mN.mH+ mO. Om.mH+ Nm N Hm>mH Hoo. Oonmn ucmoHHHcmHm NH.m + OH.H m0.0 + Om H Hm>mH Hoo. OOOHOQ ycmoHHHcmHm Om.H + mN.H HN.m + mm mHHHm Hm>mH Hoo. O:0Hmn ycmoHHHcmHm NH.H + OO.H mm.OH+ mm mHom Hm>mH Hoo. Oonmn ycmoHOHcmHm mO.m + mO.H mm.m + OO mu: Hm>mH Hoo. Ocosmn ycmonHcmHm mN.OH+ ON.H OH.MH+ Nm N Hm>mH Hoo. Ocomma ucmoHHHamHm O0.0 + NO.H N0.0 + mm H Hw>mH Hoo. Oconn pcmoHHHamHm mH.O + Hm.H Om.HH+ Nm mHHHm Hm>mH Hoo. Ocosmn pcmoHHHamHm Nm.H + HO.H OO.H + mm mHom Hm>mH Hoo. Ocommn ucmoHHHcmHm ON.HH+ OO. Om.m + HO eon mycmesoo mo Ozmm O: z msoum .moHymH HmmHyHHU Ho mmymmy :y: >3 DmusmmmE mm mmCOHO M0E DCm BOO may now mmnomm ymmy mODmH3OCM OCH>HHD UHOHUQO CH mmOCmam CmmE may Ho mmCmmHHHCOHO .ON mH3m9 128 3. Both the MCR-1 and MCR-2 groups exceeded their pre-test scores. The MCR-2 group improved 12.56 mean points while the MCR-l group made an improve- ment of 6.63 mean score points, both significant beyond the .001 level. Comparisons of On-The-Road Test Scores between and within DOT and MCR Groups after Instruction At the termination of instruction, each student in this investigation was required to drive a dual control automobile over a pre-determined route on the public streets. Tables 27 and 28 contain the results of the scores obtained by the students on each of the two phases of this test. On-the-road Test Scores (Part I - Vehicle Handling) The mean score differences in vehicle handling between the DOT and MCR groups are presented in Table 27, which reveals the following findings: 1. There was no difference in performance between the DOT and MCR groups. 2. The DOT boys scored 6.12 points better on the vehicle handling test than did the DOT girls. Significance was beyond the .05 level. 3. All other differences were rejected in favor of the null hypothesis. 129 HmBOH Ho Hm>mH OO. ym DmymmHDCH myomm CmmE HmaOHM oHymH HmmHyHHm may Mo mmCmUHMHCOHm Mo Hm>mH CoHymmHHM myCmEEOO OHymy HMUHyHHO H M0 DE mmyomm CmmE mo mmCmymmmHD may Ho HOCHm DHmDCmyO n MO mmyomm CmmE MO mUCmHmMMHM u DE DmHmQEOU mOCoyO CHayH3 myCmDCym mo ym3ECZ M Z ">mM HHHmuImcoV mo OOOUHHHcmHm uoz OO.H OO.N ON.O OO NImuz Ocm HImoz ucmoHOHcmHm uoz HN.H OO.N ON.m HO NIHon cam HIeoo ycmoHHHcmHm yoz mN. HO.N NH. OO mHom mo: Ocm mHom eon HOOOHHHcmHm uoz NH.H OO.N HN.m mO mHHHm mu: Oam mHHHm Hon ycmonHcmHm yoz Om.H HO.N mO.m OO m>om mu: Ocm mHHHm mos Hm>mH mo. mIHom OOonn ucmoHHHcmHm ON.N OO.N NH.O HO mHom Hon cam mHHHo Hon ucmoHHHcmHm uoz Om. mO.H mO.H MMH mus Ocm Hon COHyUmHHM myCmEEOO M0 DEMO DE Z DmHmmEOO mOCOHO o mOHu.M.H HMUHHHHU mo mmymmy :y: >3 Dmysmmme mm mOCOHO M0E DCm BOD may CHayH3 DCm Cmm3ym3 AOCHHDCma mHoHam>v mmyoom ymmy Dmoy CmmE CH mmmCmymmmHD may mo mmCmoHMHCOHO .NN mH3mB 130 On—the-road Test Scores (Part II - Road Problems) The mean score differences in road problems between the DOT and MCR groups are presented in Table 28, which shows the following: 1. The negligible difference in mean scores between the DOT and MCR groups indicates that the null hypothesis must be retained with respect to their scores on road problems. 2. Significance beyond the .05 level was gained by the DOT boys who scored 2.40 points better than the DOT girls on the road problems test. 3. Other group differences being small caused the null hypothesis to be retained. Correlations between Chronological Age, Intelligence Quotients and Previous Driving Experience Categories respectively, and the Final Criteria In the previous sections of this chapter were pre- sented the findings resulting from comparing statistically the performance of the groups defined in this study with the criteria used in this study to measure driving attitude, general opinion, driving knowledge, and driving skill. This section contains the findings which resulted from computing correlations between the final criteria and certain variables. These findings are presented under the following headings: (l) chronological age and the final criteria: (2) intelligence quotients and the final 131 HmBOH Ho Hm>mH OO. ym DmymmHDCH myomm CmmE CmaOHE H COHyUmHHM oHymH HmmHyHHU may MO mUCmmHMHCOHm mo Hm>mH u myCmEEOO oHumu HmoHyHHo u mo DE mO.HOUM COOS .HO mmUCOHOMMHW MO HO.H.HG UHMWCMU.M H mm mmuoum CmmE Mo mUCmHmMMHQ u DE DmymmEom mOCOHO CHayHB myCmDCym mo Hm3ECZ n Z 1H...-maov mo ">mM yCMUHMHCOHm yOZ Hm. NO.H Nm° OO NIMOE DCm HIMOE yCmmHMHCOHm yOZ HN. OO.H HN. NO NIBOO DCm HIBOM yCmmHHHCOHm yOZ OO. OH.H OO. OO m>om MOE DCm m>0M BOO ycmoHOHcmHm uoz ON.H NN.H mO.H OO mHHHw mo: cam mHCHO Hon yCmmeHCOHm yOZ ONO. OH.H OO. OO m>OM MOE DCm mHHHO MOE Hm>mH OO. OIBOM DCo>m3 yCmmHMHCOHO Nm.N HO.H OO.N NO m>om Boa DCm mHHHO BOD ycmonHcmHm yoz ON. OH. HN. mmH mus cam eon CoHymmHHM myCmEEOU M0 DEMO DE Z DmHMOEOO mOCOHO .mOHymH HmmHyHHm mo mmymmy :y: >3 Dmusmmme mm mmCOHO MOE DCm BOO may CHayH3 DCm Cmm3ym3 HmEmH3OHQ Dmouv mmyomm ymmy Dmou CmmE CH mmoCmymHmHD may Ho mUCmoHMHCOHO .ON mH3mB 132 criteria; and (3) previous driving categories and the final criteria. Chronological Age and the Final Criteria Correlations between chronological age scores on the six final criteria for both the Drivotrainer and multiple car groups are indicated in Table 29. The following findings are contained in this table: 1. In the DOT group, a negatively low (r = —.32) but significant correlation exists between age and scores on the road problems section of the on-the- road test. There was some indication that the younger students showed better performance than the older students. 2. All other correlations in the DOT group were not significant. 3. For the MCR group, none of the correlations were significant when comparing age and the final criteria. Intelligence Quotients and the Final Criteria In Table 30 are presented the correlations between students' intelligence quotients and their respective scores on the six final criteria. The following were the findings for both the DOT and MCR groups: 1. There were positive but rather low coefficients of correlation between final scores for general 133 COHyMHmyyoo mo moamoHMHamHm mo Hm>mH H M COHyMHmyyom mo youum mHamaoyM H ymm COHyMHmyyoo yamEOE yUSDouM u H «wmm OH. NH. ON.IMM omoo. HH. Nm.IMM Hg. NH. 0H.IM> om. NH. mo.+m> ymma DMOM HmcHM Ho. NH. o¢.+ mo. NH. HN.+ AHHMSDasz COHCHMO HmaomymM om. NH. no.1 mo. NH. moo.+ Hcamzv mogtuum mcH>Huo Nm. NH. NH.- mo. NH. HN.+ mmcmHsocx mcH>Huo UHMHummm Nm. NH. No.+ mo. NH. HN.: mmDmHBOCM maH>HHQ Hmymamw M yum y M Hmm y ymmB ymOM How u zv mo: ANo n zv eon mm mmsoym .y yamEOE yUDDoyM m.a0mymmM Ma DmysmmmE MOE Dam BOO may mom mmyomm ymmylymOM Dam mom ammByma maoHyMHmyHOO .mN mHamB 134 aOHyMHmHHOU mo moamonHame mo Hm>mH H M COHyMHmHHOU mo Hoyum mHamaoyM n ymm aoHymHmHHOO yamEQE yosDOyM u H "MmM NH. NH. mH.+mm mH. NH. oH.nmm mH. NH. oH.+m> mN. NH. NH.+m> umme omom Hmch He. NH. OH.+ No. NH. mo.+ HHHmzocsmv :oHcho Hmcomuwm He. NH. 0H.u om. NH. mO.: Hcamzv mosyHny mcH>Huo om. NH. HH.+ mo. NH. mN.+ mmanaoax mcH>Huo UHMHooom HO. OH. He.+ Ho. HH. mm.+ mmomHaocx mcH>Huo Hmumcwo .H .H .H .H M mm M mm ymmB ymOM How u 2v mo: HNo u zv eon .H yamEOE yUSDoyM m.aomymmM Ma Dmysmmma mm mmsoym MOE Dam BOD may now mmuoom ymmyuymOM Dam moammHHHmyaH amm3yma mCOHymHmHHOO .om mHamB 135 and specific driving knowledge and intelligence quotients. The DOT index of .33 for general driving knowledge was significant at the .01 level while for the same group an index of .23 for specific driving knowledge was significant at the .05 level. A moderate (.41), but significant (.01 level) coefficient of correlation was found to exist between general driving knowledge and intelligence quotients for the MCR group. Other indices were low and not significant at either of the applied levels. Previous Driving Experience and the Final Criteria Table 31 contains the Chi square associations between previous driving experience and the six final criteria. The significance of these correlations indicated the following: 1. There was no relationship between the amount of previous driving eXperience and final driving atti— tude or general opinion scores for this group. There was no relationship between the amount of previous driving experience and final driving knowledge scores for either group. There appeared to be some relationship between previous driving experience and scores attained by the DOT group on the "road problems" section of the on-the-road test. The relationship was 136 aoHyMHuommm mo moammHMHamHm mo Hm>mH H M .Hm>mH yamo ymM mo. may Daowma yamoHMHamHm mumsqm HaO ymay How mHao DmyMHsmHmu Amymsqm HaO a0 Dmmwav MoammaHyaoo m0 yamHmHmmmOO n O EODmmym mo mmmymmn u MO «mmM NN. MNm. "MM Hm. Noo. Hm.MHuMM No. m¢.mum> N NN. mO.m HM> N ymmB DMOM HmaHM NH. mo.v N ow. mN.H N mommHzocx.mcH>Huo oHMHommm om. NH.H N oH. «N.m N mmomHzocx mcH>Huo Hmnmcmo Nm. HNm. N Nv. Hm.H N aoHaHMO HmcomymM mm. mH.N N mo. NN.m N wosyHyy< mcH>Huo m mumswm Hno mo 0 m mumsvm Hno mo ymme ymom How u zv mo: HNo u 2O eon .mymsqm HMWmMWCDmHSmmmE mm mmsoym MOE Dam BOO How mmyomm ymmylymOM Dam mmHyommymu moamHym H>HHD m50H>myM amm3me aOHyMHUOmmM .Hm mHQMB 137 indicated by a Chi square of 13.31, which was significant beyond the .05 level for two degrees of freedom. For the DOT group, this relationship was affected by the students with limited to considerable driving experience scoring well on the on-the-road test more often than would have been expected on the basis of chance. Summary In this chapter the findings of this investigation were presented. These findings showed comparisons between and within the Drivotrainer and Multiple Car groups on the six criteria used in this study, as well as relationships which existed between these criteria and the three variables—e chronological age, intelligence quotients, and previous driving experience. In addition, mean score changes on tests taken before and after instruction were recorded for both groups. Chapter V contains the summary, conclusion, and recommendations taken from this investigation. CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS In the preceding chapter, the analysis of the data and the findings of the study were presented. This chapter contains a brief statement of: (l) the problem, method of procedure and major findings; (2) conclusions based on the findings; and (3) recommendations for the use of the Drivo— trainer and the multiple car off-street driving range as well as recommendations for further research. Summary Statement of the Problem This research study was undertaken to investigate whether students who were taught using ten hours of Drivo- trainer instruction and three hours behind the wheel of a dual control car, would be as competent drivers, when measured by various criteria, as students taught to drive using ten hours on the multiple car off-street driving range and two hours behind the wheel of a dual control car. This study was designed to investigate specifically the following problems: (1) do students who receive instruction in the Drivotrainer possess a driving attitude comparable to that of students receiving instruction on the multiple car off-street driving range? (2) Do students given 138 139 instruction in the Drivotrainer possess as much driving knowledge as students receiving instruction on the multiple car off—street driving range? (3) Do students receiving Drivotrainer instruction possess as much skill in manipu- lating an automobile as students who received their instruction on the multiple car off—street driving range? In addition to these three main problems, this study investigated the following sub-problems: (a) would the random inclusion of students with varying amounts of previous driving experience influence the results of the study? (b) Does chronological age seem to be a factor in learning to drive an automobile? (c) Does intelligence seem to be a factor in learning to drive an automobile? (d) Do boys and girls seem to learn to drive equally well? The Method of Procedure East Lansing High School was selected for this study because of its close proximity to Michigan State University and the availability of its driver education students. Three graduate students were selected as instructors on the basis of training and experience. Two instructors taught with the Drivotrainer and one instructor taught on the multiple car off-street driving range. A fourth instructor, the driver education teacher at East Lansing High School, taught the classroom phase of the course. One hundred thirty-three students participated in the study. All were at least 140 fifteen years of age at the time they began their instruction, were enrolled in a course of driver education, and were assumed to have had no previous driving experience. Sixty-seven students were given instruction with the Drivo- trainer and sixty-six students received their instruction on the multiple car off-street driving range. Instruction with the Drivotrainer consisted of ten hours in the Drivotrainer supplemented with three hours behind the wheel and six hours of observation time in a dual control car. During the three two and one-half week Drivotrainer courses taught each semester, one in- structor taught two periods and the other instructor taught one period. Instruction was by means of films plus verbal and manual assistance from the instructor. Errors made by the students were recorded automatically by the Drivotrainer recording device. In the multiple car off-street driving range pro- gram, instruction consisted of ten hours on the range, two hours behind the wheel, and four hours of observation time in a dual control car on the street. Each lesson. with its special skill(s) was demonstrated by a student class member guided by the instructor using the portable loudspeaker for communication. After the demonstration, students went to their assigned cars and began their daily driving practice. Before instruction began, all students were measured with a personal attitude survey dealing with traffic and 141 other social settings, a general opinion survey involving ideas in human relations, and two driving knowledge achieve- ment tests. Immediately upon completion of instruction, all students were again measured with the same attitude and opinion surveys, and the driving knowledge criteria. In addition, driving skill was measured by an on-the-road test. The groups were compared by testing the significance of mean differences with critical ratios for driving attitude, general opinion, and driving knowledge, and results of the final on-the-road test. Significance of correlations between age, intelligence and previous driving experience, respectively, and the final on-the-road test. were tested by Chi square. The Major Findings The following is a summary of the major findings of this investigation: 1. After instruction, no significant differences in driving attitude scores existed between the Drivotrainer and multiple car off-street driving range groups. 2. After instruction, the second semester Drivotrainer and multiple car groups exceeded significantly the first semester Drivotrainer and multiple car groups in driving attitude. 3. After instruction, no significant differences in general opinion existed between or within the 10. 11. 142 Drivotrainer and multiple car groups. After instruction, no significant differences in general driving knowledge scores existed between the Drivotrainer and multiple car groups. After instruction, the Drivotrainer and multiple car boys had significantly better general driving knowledge scores than the Drivotrainer and multiple car girls. After instruction, the first semester Drivotrainer and multiple car groups exceeded significantly the scores attained by the second semester Drivo- trainer and multiple car groups in general driving knowledge. After instruction, the Drivotrainer and multiple car groups were comparable with respect to specific driving knowledge scores. After instruction, the scores attained by the second semester Drivotrainer and multiple car groups exceeded significantly the scores attained by the first semester Drivotrainer and multiple car groups on the specific driving knowledge test. The Drivotrainer and multiple car groups had no significant mean changes in driving attitude. After instruction, the Drivotrainer and multiple car groups had no significant mean changes in general opinion. Both Drivotrainer and multiple car groups made 12. 13. 14. 15. 143 significant positive mean changes in general driving knowledge. Both Drivotrainer and multiple car groups changed significantly in a positive direction in mean specific driving knowledge scores. However, the mean change for the second semester Drivotrainer and multiple car groups was far more significant than that for the first semester Drivotrainer and multiple car groups. After instruction, the differences in mean road test (vehicle handling) scores between the Drivo- trainer and multiple car groups were not signifi- cant. However, the Drivotrainer boys out—performed the Drivotrainer girls at the .02 level of signifi- cance. After instruction, the differences in mean road test (road problems) scores between the Drivo- trainer and multiple car groups were not signifi- cant. However, the Drivotrainer boys again out-performed the Drivotrainer girls at the .02 level of significance. A low but significant negative correlation was obtained in the Drivotrainer group between chrono— logical age and performance on the road problems section of the on-the—road test. This negative relationship was in favor of the younger students. l6. 17. 18. 19. 144 There were significant positive coefficients of correlation in both Drivotrainer and multiple car groups between intelligence quotients and driving knowledge scores. The low correlations attained for the Drivotrainer and multiple car groups when comparing intelligence and final road test scores were not significant. Previous driving experience did not correlate with either driving attitude, general opinion, or driving knowledge scores. An association significant at the .01 level. was obtained between previous driving experience categories and post-test scores for the Drivotrainer group on the road problems section of the final road test. Conclusions The following conclusions which are based on findings in this investigation should have implications for curricular changes in future driver education courses. 1. The Drivotrainer is a device which can be used successfully to give instruction to students as adequately as by a multiple car off-street driving range program. Driver attitude test scores of students receiving ten hours of selected film instruction in the Drivotrainer and three hours of instruction on the 145 street are equal to similar test scores of students taught using ten hours of instruction on the multiple car off-street driving range and two hours of instruction on the street. Driver knowledge test scores of students receiving ten hours of selected film instruction in the Drivotrainer and three hours of instruction on the street are equal to similar test scores of students taught using ten hours of instruction on the multiple car off-street driving range and two hours of instruction on the street. Driving skill test scores of students receiving ten hours of selected film instruction in the Drivo- trainer and three hours of instruction on the street are equal to similar test scores of students taught using ten hours of instruction on the multiple car off-street driving range and two hours of instruction on the street. Recommendations It is recommended that research be conducted to determine the optimum number of instructional hours to be spent in either the Drivotrainer or in the multiple car off—street driving range program. An investigation should be made to determine whether students receiving instruction on a dual purpose off-street area, such as a parking lot 146 adapted to multiple car "type" of instruction, would be as good or better drivers than students who received instruction on a multiple car off- street driving range designed and constructed exclusively for driver education. A study should be made to determine whether students who receive instruction in a program involving a combination of the multiple car off- street driving range and the Drivotrainer would be comparable to or better than students who received instruction exclusively on either. An investigation should be made to determine whether students who receive all of their behind- the-wheel experience on a multiple car off-street driving range would be comparable to or better than students whose range experience is supple- mented by limited additional time on the street in a dual control car° Determine whether the use of the Drivotrainer recording device is necessary to assure optimum learning from the Drivotrainer film series. An investigation should be made to determine the further use of radio communications with vehicles on the multiple car off-street driving range. Determine a more effective means of measuring changes of attitudes in young drivers who are trained by either the Drivotrainer methods or on a multiple car off—street driving range. 147 Using the ex post facto method, study the driving records in terms of violations received, by the young drivers involved in this study to determine further comparison of training methods. BIBLIOGRAPHY Books American Automobile Association, Sportsmanlike Driving. Washington, D.C.: The Association, 1955. ’ Center for Safety Education, New York University. Man and The Motor Car. 6th ed.; Englewood Cliffs, N.J.: Prentice-Hall, Inc., 1959. Garrett, Henry E. Statistics in Psychology and Education. New YOrk: Longmans, Green and Company, Inc., 1958. O'Connor, Richard, George Forlano, and Clarence Barger. Teacher's Manual for the AEtna Drivotrainer. Hartford, Conn.: AEtna Casualty and Surety Company, 1959. Radhakrishna, Rao C. Advanced Statistical Methods in Biometric Research. New York: John Wiley and Sons, Inc., 1952. Publications of Organizations American Association of Motor Vehicle Administrators. A Manual for Driver-Licensing Authorities in the Examining of Applicants for Driver's Licenses. Washington: American Association of Motor Vehicle Administrators, 1959. American Automobile Association. What Chief State School Officials Say About Driver Education. Pamphlet No. 3383. Washington, D.C.: The Association, 1960. Automotive Safety Foundation. The Proceedings of the National Conference on Driving Simulation. Washington, D.C.: Automotive Safety Foundation, 1961. Insurance Institute for Highway Safety. Thirteenth Annual National High School Driver Education Award , Program. Washington, D.C.: Insurance Institute for Highway Safety, 1960. 148 149 Michigan Department of Public Instruction. Summary of Annual Reimbursement Reports for 542 Public Schools. Lansing: Michigan Department of Public Instruction, 1963. Smith, Harold L. The Smith System of Non-accident Driving. Dearborn, Mich.: The Ford Motor Company, 1957. Periodicals Miller, H. Gene. "The 1962 Traffic Story," Traffic Safety Magazine, 62:6-8 and 30—31, March, 1963. Unpublished Materials Brazell, Robert E. "A Follow-Up Study of Public School Driver Trainees. Relating Driving Performance Records to Selected Academic and Training Factors." Unpublished Doctoral thesis, The University of Michigan, Ann Arbor, 1961. Bernoff, Louis I. "An Experimental Study of the Teaching Effectiveness of an Electro—mechanical Device and Conventional Driver Training Methods." Un- published Doctoral thesis, The University of Southern California, Los Angeles, 1958. Cox, W. Howard. "The History of High School Driver Education in Michigan." Unpublished paper. The University of Michigan, Ann Arbor, 1957. McEnnis, Leonard J. "Report on Driving Simulators and Ranges." Washington, D.C.: Insurance Institute for Highway Safety, 1963. (Mimeographed.) Sheehe, Gordon H. "Highway Traffic Problems." Paper read at the General Federation of Women's Clubs Highway Traffic Safety Conference. Michigan State University, East Lansing, February 4, 1963. Newspapers Shearer, Lloyd. ”Teenagers: Why They Drive That Way," Parade Sunday Newspaper Magazine, April 21, 1963. pp. 4—5. APPENDICES APPENDIX A TEACHING GUIDE FOR THE ON-THE-STREET EXPERIENCE I. Suggested areas in which to drive, or routes to follow. A. Route U.S. 16 to Williamston — Proceed beyond Williamston to M—47. Turn left (correct lane and signal well ahead of time -- exit from high speed traffic) and follow Mr47 approximately 3/4 mile to picnic grounds on left side of the road. Opportunity to change drivers and then return. 1. Important points to stress: a. Proper Speed - conditions permitting. b. Proper acceleration. c. Ability to maintain even speed. d. Correct lane usage. e. Knowledge of signs and signals f. Correct passing — Check traffic - use of mirrors (inside and out) Signal Proper acceleration - under most conditions you should not pass if you must accelerate beyond posted speed limit. Horn as needed (explain) Signal and return to proper lane as vehicle passed comes into View in inside rear View mirror. 9. Adjust to even speed as necessary. Stress proper seeing habits -- "get the big picture" -— "drive ahead." 151 152 h. Traffic awareness -- does driver react correctly to situation ahead? i. Speed zones encountered: 25 - 35 — 45 - 55/65. j. Types of roads encountered: 2, 3, and 4 lane asphalt. Park Lake Road - M-78 to Park Lake Road. Left on Park Lake Road. Proceed beyond Ingham County Clinton County line (Deadman's Curve) to Coleman Road. Right on Coleman Road for approximately 1-1/2 miles to Wooden Church on the left side of the road. turn right at the Church — cross M-78 and proceed straight ahead to Lake Lansing and Haslett. 1. Important points to stress: a. Narrow. sharply crowned asphalt. b. Sharp curves - hilly - explain why speed must be reduced on this type of road. c. Effect of "natural laws” Gravity Friction Centrifugal - centripetal force d. Coleman Road has surface of clay and loose stones. e. Short sight distances. f. Problem of dust in summer. g. Surface affect on car control - speed should be reduced. Assume that you are going to take an imaginary trip to Battle Creek - Follow route Me78 across city of Lansing to Waverly Road. Turn left and return to East Lansing via US 27 and M—43. Turn on M—43 (E. Michigan Ave.) at corner of S. Cedar and E. Michigan Avenue. Trip requires a full period. II. 153 Frandor Shopping Center 1. Angle parking 2. Proper use of roadways Around the Capitol - East Michigan Avenue to State Capitol. turn right on Capitol Avenue (one way) and move to furthest left lane. Left on Ottawa (one way) to traffic signal. Turn left on Walnut (one way) and proceed to Allegan (one way). Left on Capitol, change lanes to the right in preparation for turn at the Olds Hotel onto East Michigan Avenue. Following is a check list of driving experiences that should be included for all students. A. Parking. 1. Parallel - M.A.C. Avenue in East Lansing. Pine Street and Sycamore Street behind Civic Center in downtown Lansing. 2. Angle - 450 and right angle - Municipal Parking lots in East Lansing. Backing - straight line turning. Start and stop on hills (proper parking procedure on hills). Try Evergreen and Forest, East Lansing. Multiple lane traffic - rural and city. Open intersections - East Lansing. Left turns on Grand River in East Lansing. Traffic signals, flashing red arrow, flashing amber, green arrow. One way streets, two way to one way, one way to two way, one way to one way. Downtown Lansing. Blind intersection - Hillcrest at Grand River. East Lansing - across from Central School. Yield right of way. Proper following distances at various speeds. III. 154 L. Passing — city, rural, 2, 3, and 4 lane roads. M. Stop sign placed at railroad tracks. North Okemos Road between Haslett Road and U.S. 16. N. Merging traffic, Hagadorn Road and Mr78, East Lansing. Intersections A. Grand River and East Michigan - East Lansing. B. Michigan and Capitol - Lansing. C. Michigan and Washington - Lansing. D. Mt. Hope and South Cedar - Lansing. E. Hagadorn Road and M—78 — East Lansing - approach M—78 by turning left from Hagadorn Road and also by turning right directly onto M—78. F. Abbott Road and Grand River - East Lansing. G. Allegan and Capitol Avenue — Lansing. H. Abbott Road and M—78 - Right and left turn from Abbott. Left turns from M-78 to Abbott from east and west. I. Hamilton Road and Grand River - Okemos, place car at right angle to Grand River before entering. J. Practice entrance and exit from Crest Theatre east of East Lansing on U.S. l6. APPENDIX B DRIVING RANGE Lesson I I. Objectives. LESSONS FOR THE MULTIPLE CAR OFF-STREET A. Explain the following procedures: 1. 2. 3. 4. Starting procedure. Stopping procedure. Steering procedure. Driving forward and backward. B. Begin driving around the periphery of the range. II. Procedure. A. Starting Enter car on curb side. Adjust seat and mirrors. Check doors, open one window. Check parking brake. Gear shift in "N" or "P". Foot on brake. Depress gas pedal slightly. Turn on ignition to start. When engine starts, release accelerator pressure. Put in "Drive." 155 ignition key and III. 156 11. Release parking brake. 12. Check rear View mirrors, look over left shoulder. 13. Signal. 14. Apply soft gas, proceed cautiously. B. Stopping 1. Check mirrors. 2. Signal. 3. Apply soft brake. 4. Put in "P", set parking brake, out curb side. C. Steering 1. Forward — hands at 10-2 position. 2. Backing - right hand on back of seat, look over right shoulder, and sight distant target. D. Driving forward and to the rear 1. Drive forward to flag line, stop, soft brake. 2. Start again, move forward to curb line. 3. Back to first flag line, use correct procedure for straight line backing, stop, soft brake. 4. Continue backing to starting point. 5. Repeat procedure, assist those students having difficulty. E. Driving around the periphery of the range. 1. Start first student around area counter clock- wise. Use loud speaker for communication. Have other students observe. 2. Start entire group, maintaining about four car-lengths between cars. Materials. A. Loud speaker. IV. II. 157 B. Cars parked in position to begin class. C. Flags properly placed on range. Suggestions for the instructor. A. Check to see that all students understand the following: 1. Starting procedure. 2. Stopping procedure. 3. Steering procedure. 4. Backing. 5. Safe following distance and correct turning procedure. Evaluation. A. Check progress card for each student. Lesson II Objectives. A. Review starting procedure. B. Explain, then demonstrate lane changing. C. Introduce, explain, and demonstrate the "T" exercise. Procedure. A. Getting class started. 1. Check steps in preparing to drive, using loud speaker. make sure car windows are down. 2. Check starting procedure. 3. Check for proper techniques in putting car in motion. B. Correct lane changing techniques are essential in today's traffic. 1. Demonstrate on range model where lane changes are required. 158 .. III! F Nozé oz_>_mo ENE... *nyxgxl .Nnm I 1FO.’ .OnVI IFOZuJ m2... 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