A STUDY TC COMPARE 'E’HE EFFECTIVENESS OF INSTRUCFION IN THE ALLSTATE GOOD DRIVER TRAINER AND ON YHE MULTIPLE CAR GFF-STREE‘F DRIVING RANGE WITH THE MULTIPLE CAR OFF-STREET DRIVING RANGE Thosts few the Deg?“ ef pk. D. MICHIGAN STATE UKEVERSITY Robert Eari Gustafson 1965 “5‘s ‘J‘LIBRARY Michigan State L) University This is to certify that the thesis entitled A STUDY TO COMPARE THE EFFECTIVENESS OF INSTRUCTION IN THE ALLSTATE GOOD DRIVER TRAINER AND ON THE MULTIPLE CAR OFF-STREET DRIVING RANGE WITH THE MULTIPLE CAR OFF-STREET DRIVING RANGE presented by Robert Earl Gustafson has been accepted towards fulfillment .of the requirements for ' {- 2.11. 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ABSTRACT A STUDY TO COMPARE THE EFFECTIVENESS OF INSTRUCTION IN THE ALLSTATE GOOD DRIVER TRAINER AND ON THE MULTIPLE CAR OFF-STREET DRIVING RANGE WITH THE MULTIPLE CAR OFF-STREET DRIVING RANGE by Robert Earl Gustafson Statement of the Problem It was the purpose of this investigation (1) to de— termine whether students who were taught to drive by means of a combination program involving use of the Allstate Good Driver Trainer and the multiple car off-street driving range were comparable in driving knowledge, attitude, and skill with students who were taught on the multiple car off-street driving range exclusively; and (2) to determine whether stu— dents who were taught to drive by means of a combination pro- gram involving use of the Allstate Good Driver Trainer and the multiple car off-street driving range with some additional on-the-street instruction were comparable in driving knowledge, attitude, and skill with students who were taught on the multiple car off-street driving range, with the same additional on—the-street instruction. Robert Earl Gustafson Description of the Methods, Techniques and Data Used One hundred and sixty—four students from East Lansing, Michigan High School were selected for training and were assigned to the two instructional programs. Groups were matched on the basis of sex, age, grade level, intelli— gence quotients, and previous driving experience. Two staff members of the Highway Traffic Safety Center at Michigan State University were selected as the instructors for the two programs. The combination simulator/range program (experimental group) consisted of six hours of instruction in the simulator correlated with four hours of instruction on the range. This instruction was followed by two hours of observation and two hours of instruction on—the-street. The range program (control group) consisted of ten hours of instruction on the range followed by two hours of observation and two hours of instruction on-the—street. Before the instructional programs began, students of both groups were given three driving knowledge tests, two driving attitude tests, and a road test on—the-street to de— termine previous driving experience levels. At the completion of the simulator and/or range instruction the same knowledge and attitude tests were administered, as well as a driving skill test in the simulator, and driving skill tests on the range. The same knowledge and attitude tests were given Robert Earl Gustafson again along with a road test in traffic after the on-the— street instruction. The groups were compared by testing the significance of the mean differences by "t" tests of critical ratios for driving knowledge, driving attitude, and driving skill. Significance of correlations between age, and intelligence quotients and the final criteria were tested by means of Pearson's Product Moment £7 and previous driving experience and the final criteria by means of Chi Square. The Major Findings The following is a summary of the major findings of this inVestigation: 1. On the pre-tests (before the simulator and/or range instruction) there were no significant differences between the experimental and control groups in general driving knowledge, specific driving knowledge, or in driving attitude. 2. On the mid-tests (after the simulator and/or range instruction) there were no significant differences between the experimental and control groups in general driving knowledge, specific driving knowledge, driving attitude, or on the simulator driving test. iOn the range skill tests, however, there was a significant difference in favor of the control group. 3. Between the pre— and mid—tests both the experimental and control groups showed significant improvement in general Robert Earl Gustafson driving knowledge, specific driving knowledge, and on the Siebrecht Attitude Scale. No significant improvement was shown for either group on the Mann Personal Attitude Survey. 4. On the post-tests (after the on-the-street instruc— tion) there were no significant differences between the ex— perimental and control groups in general driving knowledge, specific driving knowledge, driving attitude, or on the traffic problems and road problems sections of the final road test. There was a significant difference, however, on the vehicle handling section of the final road test in favor of the control group. 5. Between the mid— and post—tests neither the experi— mental or control groups showed significant improvement in general driving knowledge, on Part I of the specific driving knowledge test, or on the Mann Personal Attitude Survey. Sig- nificant improvement was shown by the control group on Part II of the specific driving knowledge test, and by the experi- mental group on the Siebrecht Attitude Scale. 6. Between the pre— and post-tests both the experimental and control groups showed significant improvement in general driving knowledge, specific driving knowledge and on the Siebrecht Attitude Scale. Neither group showed significant improvement on the Mann Personal Attitude Survey. 7. There was no significant correlation between age and any of the final criteria for either the experimental or control groups. Robert Earl Gustafson 8. There were significant correlations for both the ex- perimental and control groups between intelligence quotients and the final administrations of the general driving knowledge test, both parts of the specific driving knowledge test, and on the Siebrecht Attitude Scale. There were no significant correlations between intelligence quotients and the final administration of the Mann Personal Attitude Survey, or on any of the three parts of the final road test. 9. There were significant associations for both the experimental and control groups between previous driving ex— perience and the final administration of the Mann Personal Attitude Survey. The experimental group also had a signifi- cant association between previous driving experience and the road problems section of the final road test. There were no significant associations for either group between previous driving experience and the general driving knowledge test, the specific driving knowledge test, the Siebrecht Attitude Scale, or on the vehicle handling and traffic problems sections of the final road test. A STUDY TO COMPARE THE EFFECTIVENESS OF INSTRUCTION IN THE ALLSTATE GOOD DRIVER TRAINER AND ON THE MULTIPLE CAR OFF-STREET DRIVING RANGE WITH THE MULTIPLE CAR OFF-STREET DRIVING RANGE BY Robert Earl Gustafson A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY College of Education 1965 DEDICATION This study is dedicated to Mr. William A. Kronberg, who taught one of the programs involved in this investigation. After having served his country 20 years in the United States Marine Corps, seeing combat action in both WOrld War II and the Korean Conflict, Bill retired in 1960 as a Major to embark upon a new career in teaching. He enrolled at Michigan State University in the fall of that year and earned a Bachelor of Science Degree in 1963. While working on this degree, Bill took the basic driver education course and through it became especially interested in traffic safety. He stayed on at Michigan State University earning a Master of Arts Degree in driver education and traffic safety in 1964 and had begun work on a doctoral program when during the evening of May 27, 1965, he suddenly and unexpectedly passed away at the age of 43. With Bill's death, this writer has lost a dear friend, and the field of traffic safety has lost a person who could have had a brilliant career in his new chosen field. It is in recognition of his significant contributions, though in the field for such a very short time, that the writer dedicates this study to the memory of his friend and colleague, Bill Kronberg. Robert Earl Gustafson ii ACKNOWLEDGMENTS The writer wishes to express his sincere appreciation to Dr. William A. Mann, who, as his Major Professor and Guidance Committee Chairman, provided assistance and guidance during all phases of this investigation. He also wishes to extend his appreciation to Dr. Charles A. Blackman, Dr. James W. Costar, and Mr. Gordon H. Sheehe for their time and constructive criticisms. A special note of thanks is given to Dr. Marshall Crawshaw for his ideas on the original design of the study and to Evans Industries, Inc., for providing a twelve—place mobile trailer. Appreciation is acknowledged to Dr. Robert Nolan, Mr. William Kronberg, Mr. Martin Dolan, and Mr. Lawrence Sain for their aid in teaching and testing the students. A debt of gratitude is owed to Miss Mary Baumgras, who typed the preliminary drafts. And finally, a special kind of appreciation is due his wife, Lucille, and daughters, Kathryn, Marilynn, and Jeanne for their patience and understanding which was so vitally necessary for the successful completion of this undertaking. iii TABLE OF CONTENTS Chapter Page I. THE PROBLEM I The Problem 3 Statement of the Problem 3 Importance of the Study 6 Scope of the Study 8 Definition of Terms Used 8 Driver Education 8 Classroom Instruction 9 Practice Driving . 9 Multiple Car Off-Street Driving Range . . . . . . . . . . 9 Driving Simulator . . . . . . . . . lO On-the- Street Instruction . . . . . . 10 Dual Controlled Car . . . . . . . . . 10 Experimental Program . . . . . . . . . ll Control Program . . . . . 11 Organization of the Remaining Chapters . . 11 II. THE ALLSTATE GOOD DRIVER TRAINER AND THE MULTIPLE CAR OFF-STREET DRIVING RANGE . . . 12 The Allstate Good Driver Trainer . . . . . 14 The Training Car . . . . . 16 The Self-checking Error Identifi- cation Panel . . . . . . . . . . . 19 The Master Recorder . . . . . . . . 22 The master control panel . . . . . ' 22 Driving error panels . . . . . . . 24 Manual checking switches . . . . . 24 ’ The Motion Picture Projector . . . . . 24 The Instructional Films . . . . . . . 27 The Screen . . . . . . . . . . . . . 28 The Teacher's Manual . . . . . . 28 The Multiple Car Off-Street Driving Range . . . . . . . . . . . . . . 29 iv Chapter Page III. THE METHODS OF PROCEDURE . . . . . . . . . . . 32 Selection of School and Instructors . . . 32 The School . . . . . . . . . . . . . . 33 The Instructors . . . . . . . 34 Methods of Obtaining the Sample . . . . . 35 Selecting the Students . . . . . . . . 36 Assigning the Students . . . . . . . . 36 Characteristics of the Students . . . . . 37 Chronological Age Range . . . . . . . 37 Grade Level Distribution . . . . . . . 42 Distribution of Intelligence Quotients . . . . . . 46 Distribution of Previous Driving Experience Categories . . . . . . . 49 Summary . . . . . 53 The Instructional and Testing Programs . . 55 The Control Program . . . . . . . . . 55 The Experimental Program . . . . . . . 57 The Pre-testing Program . . . . . . . 61 The Mid-testing Program . . . . . . . 62 The Post-testing Program . . . . . . . 64 The Testing Devices . . . 65 Achievement Test in Driver Education for Sportsmanlike Driving . . . 65 Achievement Test in Driver Education by George Washington University . . 66 Mann Personal Attitude Survey . . . . 67 Siebrecht Attitude Scale . . . . . . . 68 The Simulator Driving Test . . . . . . 69 The Range Skill Tests . . . . . . . . 69 The Road Test . . . . . . . . . . . . 70 The Sources, Processing, and Analysis of Data . . . . . .2. . . . . . . . . 70 Sources of Data . . . . . . . . . . 70 Permanent record file . . . . . . 71 Previous driving experience . . . 71 Knowledge and attitude test answer sheets . . . . . . . . . 71 Simulator driving test . . . . . . 72 Range skill tests . . . . . . . . 72 Final road test . . . . . . . 72 Methods of Processing the Data . . . . 73 Methods for Statistically Analyzing the Data . . . . . 73 Determining the Samples for Analysis . . . . . . . . . . . . . . 74 Summary .'. . . . . . . . . . . . . . . . 75 Chapter IV. THE FINDINGS Comparisons of Driving Knowledge and Driving Attitude Pre-test Scores Be- tween and Within the Experimental and Control Groups . General Driving Knowledge Pre- test Scores . , Specific Driving Knowledge Pre- test Scores . Driving Attitude Pre- test Scores Comparisons of Driving Knowledge, Driving Attitude, Range Skill Tests, and Simulator Driving Test Mid-test scores Between and Within the Experi— mental and Control Groups General Driving Knowledge Mid-test Scores - Specific Driving Knowiedge Mid-test Scores . Driving Attitude Mid-test Scores Range Skill Tests . . . . Simulator Driving Test . -Comparisons of Driving Knowledge, Driving Attitude, and Road Test Post— Test Scores Between and Within the Experimental and Control Groups . . General Driving Knowledge Post-test Scores . Specific Driving Knowledge Post—test Scores Driving Attitude Post-test Scores Final Road Test . Mean Changes in Driving Knowledge and Driving Attitude Scores Between Pre- tests and Mid-tests . Mean Changes in General Driving Knowledge Scores . Mean Changes in Specific Driving Knowledge Scores . . Mean Changes in Driving Attitude Scores Mean Changes in Driving Knowledge and Driving Attitude Scores Between Mid— tests and Post—tests . . . . . Mean Changes in General Driving Knowledge Scores . Mean Changes in Specific Driving Knowledge Scores . vi Page 76 77 77 79 82 84 86 86 89 92 95 103 103 105 108 111 115 116 118 122 126 126 128 Chapter Mean Changes in Driving Attitude Scores . Mean Changes in Driving Knowledge and Driving Attitude Scores Between Pre- tests and Post—tests Mean Changes in General Driving Knowledge Scores . Mean Changes in Specific Driving Knowledge Scores . Mean Changes in Driving Attitude Scores . . Correlations Between Chronoiogical Age, Intelligence Quotients, and Previous Driving Experience Categories, Re- spectively, and the Final Criteria Correlations Between Chronological Age and the Final Criteria Correlations Between Intelligence Quotients and the Final Criteria Associations Between Previous Driving Experience Categories and the Final Criteria Summary V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Summary Statement of the Probiem The Methods of Procedure The Major Findings Conclusions and Commentary . Conclusions on Programs Exclusive of On-the- Street Instruction . Conclusions on Programs Inclusive of On—the—Street Instruction Recommendations BIBLIOGRAPHY APPENDICES vii Page 132 134 136 138 142 146 146 148 150 152 154 154 154 156 158 160 160 164 169 171 173 Table 10. 11. LIST OF TABLES Frequency distribution of experimental groups classified according to sex and age . . . Frequency distribution of control groups classified according to sex and age Comparison of mean ages between and within the experimental and control groups Frequency distribution of experimental groups classified according to sex and grade level Frequency distribution of control groups classified according to sex and grade level . Comparisons of the distribution of grade levels between the experimental and control groups classified by sex Frequency distribution of experimental groups classified according to sex and intelligence quotients Frequency distribution of control groups classified according to sex and intelli- gence quotients Comparison of mean intelligence quotients between and within the experimental and control groups Frequency distribution of experimental groups classified according to sex and previous driving experience categories Frequency distribution of control groups classified according to sex and previous driving experience categories viii Page 38 39 41 43 44 45 47 48 50 51 52 Table Page 12. Comparisons of the distribution of previous driving experience categories between the experimental and control groups classi— fied by sex . . . . . . . . . . . . . . . . 54 13. Significance of the differences in mean general driving knowledge (Sportsmanlike Driving) pre—test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . 78 14. Significance of the differences in mean spe- cific driving knowledge (George Washington Univ.-Part I) pre-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 80 15. Significance of the differences in mean spe— cific driving knowledge (George Washington Univ.-Part II) pre—test scores between and within the experimental and control groups as measured by “t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 81 16. Significance of the differences in mean driving attitude (Mann) pre-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . 83 17. Significance of the differences in mean driving attitude (Siebrecht) pre-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . 85 18. Significance of the differences in mean driving knowledge (Sportsmanlike Driving) mid-test scores between and within the ex- perimental and control groups as measured by "t" tests of critical ratios . . . . . . 87 19. Significance of the differences in mean spe— cific driving knowledge (George Washington Univ.-Part I) mid—test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 88 ix Table Page 20. Significance of the differences in mean spe- cific driving knowledge (George Washington Univ.-Part II) mid-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . ... . . . . . . . . . 9O 21. Significance of the differences in mean driving attitude (Mann) mid—test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . 91 22. Significance of the differences in mean driving attitude (Siebrecht) mid-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . 93 23. Significance of the differences in mean driving skill (Range Skill Tests) mid— test scores between and within the experi- mental and control groups as measured by "t" tests of critical ratios . . . . . . . . 94 24. Significance of the differences in mean driving skill (Simulator Driving Test) mid-test scores between and within the ex— perimental and control groups as measured by "t" tests of critical ratios . . . . . . 96 25. Significance of the differences in mean driving skill (Simulator Driving Test- Speed) mid-test scores between and within the1experimental and control groups as measured by "t" tests of critical ratios . . 98 26. Significance of the differences in mean driving skill (Simulator Driving Test - Brakes) mid-test scores between and with— in the experimental and control groups as measured by "t" tests of critical ratios . . 99 27. Significance of the differences in mean driving skill (Simulator Driving Test - Steering) mid—test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . 101 Table Page 28. Significance of the differences in mean driving skill (Simulator Driving Test — Turn Signals) mid-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 102 29. Significance of the differences in mean general driving knowledge (Sportsmanlike Driving) post-test scores between and with- in the experimental and control groups as measured by "t" tests of critical ratios . . 104 30. Significance of the differences in mean spe- cific driving knowledge (George Washington Univ.-Part I) post-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . . . . . . 106 31. Significance of the differences in mean specific driving knowledge (George Washington Univ.-Part II) post-test scores between and within the experi- mental and control groups as measured by "t" tests of critical ratios . . . . . . . . 107 32. Significance of the differences in mean driving attitude (Mann) post-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . . 109 33. Significance of the differences in mean driving attitude (Siebrecht) post—test scores between and within the experi— mental and control groups as measured by "t" tests of critical ratios . . . . . . . . 110 34. Significance of the differences in mean driving skill (Road Test — Vehicle Handling) post-test scores between and within the experimental and control groups as measured by "t" tests of criti- cal ratios . . . . . . . . . . . . . . . . . 112 xi Table Page 35. Significance of the differences in mean driving skill (Road Test - Traffic Problems) post-test scores between and within the experimental and control groups as measured by "t" tests of criti— cal ratios . . . . . . . . . . . . . . . . . 113 36. Significance of the differences in mean driving skill (Road Test - Road Problems) post-test scores between and within the experimental and control groups as measured by "t" tests of critical ratios . . 114 37. Significance of the mean changes between pre-test and mid-test general driving knowledge (Sportsmanlike Driving) test scores for the experimental and control groups as measured by "t" tests of criti- cal ratios . . . . . . . . . . . . . . . . . 117 38. Significance of the mean changes between pre—test and mid-test specific driving knowledge (George washington Univ.-Part I) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . 119 39. Significance of the mean changes between pre-test and mid-test specific driving knowledge (George Washington Univ.-Part II) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . 121 40. Significance of the mean changes between pre—test and mid-test driving attitude (Mann) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . 123 41. Significance of the mean changes between pre—test and mid-test driving attitude (SiebreCht) test scores for the experi- mental and control groups as measured by "t" tests of critical ratios . . . . . . . . 125 xii Table Page 42. Significance of the mean changes between mid-test and post-test general driving knowledge (Sportsmanlike Driving) test scores for the experimental and control groups as measured by "t" tests of criti- cal ratios . . . . . . . . . . . . . . . . . 127 43. Significance of the mean changes between mid-test and post-test specific driving knowledge (George Washington Univ.-Part I) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . . . . 129 44. Significance of the mean changes between mid-test and post-test specific driving knowledge (George Washington Univ.- Part II) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . 131 45. Significance of the mean changes between mid-test and post—test driving attitude (Mann) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . 133 46. Significance of the mean changes between mid-test and post-test driving attitude (SiebreCht) test scores for the experi- mental and control groups as measured by "t" tests of critical ratios . . . . . . . . 135 47. Significance of the mean changes between pre-test and post-test general driving knowledge (Sportsmanlike Driving) test scores for the experimental and control groups as measured by "t" tests of criti- cal ratios . . . . . . . . . . . . . . . . . 137 48. Significance of the mean changes between pre-test and post-test specific driving knowledge (George Washington Univ.— Part I) test scores for the experimental and control groups as measured by "t" tests of critical ratios . . . . . . . . . . 139 xiii Table 49. 50. 51. 52. 53. 54. Significance of the mean changes between pre-test and post-test specific driving knowledge (George Washington Univ.- Part II) test scores for the experimental and control groups as measured by "t” tests of critical ratios Significance of the mean changes between pre-test and post-test driving attitude (Mann) test scores for the experimental and control groups as measured by "t" tests of critical ratios Significance of the mean changes between pre-test and post-test driving attitude (Siebrecht) test scores for the experi- mental and control groups as measured by "t" tests of critical ratios Correlations between age and post-test scores for the experimental and control groups as measured by Pearson's Product Moment r Correlations between intelligence quotients and post-test scores for the experimental and control groups as measured by Pearson's Product Moment r Associations between previous driving ex- perience categories and post-test scores for the experimental and control groups as measured by Chi Square . . . xiv Page 141 143 145 147 149 151 Figure 10. 11. 12. 13. LIST OF FIGURES The Allstate Good Driver Trainer mobile trailer The Allstate Good Driver Trainer classroom The training car dashboard and upper controls . . . The training car lower controls The self-checking error identification panel The master control panel and driving error panels . Driving error panels and manual checking switches The motion picture projector Michigan State University multiple car off- street driving range . Daily schedule for the spring term control group Daily schedule for the summer term control group Daily schedule for the spring term experi- mental group Daily schedule for the summer term experi— mental group XV Page 15 17 18 20 21 23 25 26 3O 56 58 59 6O LIST OF APPENDICES Appendix Page A. INSTRUCTIONAL LESSONS FOR THE MULTIPLE CAR OFF-STREET DRIVING RANGE . . . . . . . . . . 173 B. INSTRUCTIONAL LESSONS FOR THE ONPTHE-STREET INSTRUCTION . . . . . . . . . . . . . . . . 199 C. SKILL TESTS FOR THE MULTIPLE CAR OFF-STREET DRIVING RANGE . . . . . . . . . . . . . . . 233 D. REPORT OF DRIVING TEST . . . . . . . . . . . . 237 xvi CHAPTER I THE PROBLEM In 1956, a year in which this nation experienced 40,000 traffic fatalities, 1.4 million traffic injuries dis— abling beyond the day of the accident, and 9.3 million property damage accidents, at an economic loss of $5 billion,1 the National Commission on Safety Education conducted a survey of research needs in traffic safety education. This survey showed that a research need entitled, "the outcomes in student learning which may be expected from devices which simulate actual driving"2 ranked 15th of 28 listed needs. Today, the need for improved practice driving is even greater as evidenced by more recent statistics. In -l963, the last year for which complete figures are available, tfllis nation experienced its worst traffic accident record in I‘L‘istory with 43,600 traffic fatalities, 1.6 million traffic injuries disabling beyond the day of the accident, and 10.5 rnj.llion property damage accidents. The economic costs of \ 1National Safety Council, Accident Facts (Chicago: hRational Safety Council, 1957), p. 41. 2National Commission on Safety Education, Research .Efieds in Traffic Safety Education (Washington: National Commission on Safety Education, 1956), p. 14. 'al ..‘ . these accidents was estimated at $8 billion.3 Young drivers under 20 years of age were involved in 14.5 per cent of these accidents, even though drivers of this age group com- prised but an estimated 8.16 per cent of the driving popu- lation.4 Obviously, young drivers are contributing more than their share to the traffic accident problem. Looking at the past, the nation's traffic accident record is not very encouraging, but of more importance, what of the future? This will depend on how well two critical needs can be satisfied. First, driver education courses must be made available to a greater percentage of the high school age population. In the 1963—64 school year, only 60 per cent of the nation's public high schools5 offered a recommended minimum course of 30 clock hours of classroom in- struction and 6 clock hours of on-the-street instruction6 to 42 per cent of the eligible students enrolled in the public high schools.7 In addition, 14 per cent of the eligible public high school students received a sub—standard or 3National Safety Council, Accident Facts (Chicago: National Safety Council, 1964), p. 40. 4Ibid., p. 54. 5Insurance Institute for Highway Safety, 17th Annual National High School Driver Education Achievement Program (Washington: Insurance Institute for Highway Safety, 1965). 6National Commission on Safety Education, Policies and Practices for Driver and Traffic Safety Education (Washington: National Commission on Safety Education, 1964), p. 22. 7Insurance Institute for Highway Safety, loc. cit. ... classroom only course from an additional 6 per cent of the nation's public high schools.8 These percentages must be in— creased until not only 100 per cent of all eligible public high school students are receiving the recommended minimum course, but until 100 per cent of all students of high school age are receiving the recommneded minimum course. Secondly, and of more importance, a better and more effective course must be provided. Although the records do show that drivers are doing better as measured by the number -of fatalities in relation to the number of registered vehicles and vehicle miles driven,9 drivers are still having too many accidents. In addition, as the number of drivers, vehicles, and miles drivenlO continue to increase, the problems of driving will become more and more complex, de— manding of drivers even more knowledge, better attitudes, greater responsibility, more mature judgment, and increased skill. Thus, ways must be found to meet these increased needs. This study is an attempt to find one of these ways. The Problem Statement of the Problem It was the purpose of this investigation (1) to de- termine whether students who were taught to drive by means 8Insurance Institute for Highway Safety, loc. cit. 9National Safety Council, Op. cit., p. 59. 0National Safety Council, loc. cit. of a combination program involving use of the Allstate Good Driver Trainer and the multiple car off—street driving range were comparable in driving knowledge, attitude, and skill with students who were taught on the multiple car off-street driving range exclusively; and (2) to determine whether stu— dents who were taught to drive by means of a combination pro- gram involving use of the Allstate Good Driver Trainer and the multiple car off—street driving range with some additional on—the-street instruction were comparable in driving knowledge, attitude, and skill with students who were taught on the multiple car off—street driving range, with the same ad- ditional on-the-street instruction. The attack upon these problems involved determining answers to the following specific questions: 1. Do driver knowledge test scores of students trained in the Allstate Good Driver Trainer and on the range, differ significantly from similar test scores of students trained exclusively on the range, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 2. Do driver attitude test scores of students trained in the Allstate Good Driver Trainer and on the range, differ significantly from similar test scores of students trained exclusively on the range, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 3. Do driver skill test scores of students trained in the Allstate Good Driver Trainer and on the range, differ significantly from similar test scores of students trained exclusively on the range, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 4. Do driver knowledge test scores of students trained in the Allstate Good Driver Trainer, on the range, and on- the-street, differ significantly from similar test scores of students trained on the range, and on—the-street, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 5. Do driver attitude test scores of students trained in the Allstate Good Driver Trainer, on the range, and on— the—street, differ significantly from similar test scores of students trained on the range, and on-the-street, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 6. Do driver skill test scores of students trained in the Allstate Good Driver Trainer, on the range, and on-the— street, differ significantly from similar test scores of students trained on the range, and on—the-street, when these students are grouped by sex, age, intellectual levels, and previous driving experience? Importance of the Study In the introduction to the 16th Annual Report of the National High School Driver Education Achievement Program, the Insurance Institute for Highway Safety stated: The population explosion is having its impact on high school driver education, as it is in other areas of the school curriculum. Reports from the 50 states show a steady increase in the number of high school students. A projection of the 1962—63 figures indi- cates that more than three million eligible students will be enrolled in the 1963-64 school year. While driver education held its own in the year ended last spring, it must be recognized that unless facilities are expanded and advanced teaching methods and aids fully utilized, a larger percentage of stu- dents will leave school each year without taking a driver education course. Action must be taken now to reverse this trend. Driving simulators and off—street multiple car driving ranges are two of the ways by which more stu- dents can be taught at a lower per pupil cost without sacrificing quality instruction and, education tele- vision is being introduced. Simulators have been used more widely than either of the other two methods. How- ever, there are indications that many more ranges will be in operation in another year.11 As an indication of the extent to which ranges and simulators have been accepted, in the 1962—63 school year, 457 schools in 35 states used driving simulators with over 141,000 students receiving a part of their practice driving 12 phase by this method. This is an increase of 58 schools 11Insurance Institute for Highway Safety, 16th Annual National High School Driver Education Achievement Program (Washington: Insurance Institute for Highway Safety, 1964), p. 6. 12Insurance Institute for Highway Safety, 17th Annual National High School Driver Education Achievement Program '(Washington: Insurance Institute for Highway Safety, 1965)- u; and 42,000 students over the previous year.13 Multiple car off-street driving ranges were used by 341 schools in 24 states, with 112,661 students receiving all or a portion of 14 their behind-the-wheel instruction by this method. This is an increase of 43 schools and over 21,000 students over the previous year.15 It is readily apparent that both of these programs have received wide acceptance, and are showing rapid gains in the number of students taught. However, research concern- ing these programs is extremely limited. To date, only two research projects on the Allstate Good Driver Trainer have been conducted,l6’ l7 and no research has been carried out on programs which combine both range and simulator in— struction. Thus, it was felt that this investigation might make a significant contribution by helping fill this void. 13Insurance Institute for Highway Safety, 16th Annual Achievement Program, op. cit., p. 15. 14Insurance Institute for Highway Safety, 17th Annual Achievement Program, gp. cit. 15Insurance Institute for Highway Safety, 16th Annual Achievement Program, loc. cit. 16Richard W. Bishop, "Evaluating Simulator Instruction for Accomplishing Driver Education Objectives" (Tallahassee: The Florida Institute for Continuing University Studies, 1963). (Mimeographed.) l7Ivan J. Stehman, et al., Immediate Standardized LearningiReinforcement to a Complex Mental-Motor Skill (Driver Training) Using Electronically-Coordinated Motion Pictures (Harrisburg: John Harris High School). Scope of the Study This investigation was limited to students who elected to take driver education at East Lansing, Michigan High School during the second semester of the 1963-64 school year and the 1964 summer program. The students were pre- dominantely sophomores and juniors, and varied considerably in the amount of previous driving experience. The students were almost exclusively Caucasian and came primarily from families in the middle and upper—middle socio—economic levels. It would be desirable if this investigation could be repeated in several schools throughout the country to see how students with different characteristics would compare in performance with the students used in this study. Definition of Terms Used Driver Education For the purpose of this investigation, driver edu- cation referred only to those aspects of traffic safety edu- catiOn which were formally taught in the regularly scheduled driver education classes. This education consisted of two parts, classroom instruction and practice driving. Any traffic safety education engaged in by the school, or taught in any of the other high school subjects, was not considered. Classroom Instruction The classroom instruction pertained to that part of the driver education course which took place in the regular high school classroom. During this phase of the course, stu- dents engaged in a variety of activities which were designed to increase their knowledge of and develop proper attitudes towards traffic safety. Practice Drivipg Practice driving is that phase of the driver edu— cation course during which students received actual practice in driving real and/or simulated cars. This practice can take place on off-street areas, on the public streets and highways, or in the case of simulators, in a classroom. This phase of the course is designed to develop skill in the manipulation of an automobile, as well as to increase the student's knowledge, and develop proper attitudes towards traffic safety. Multiple Car Off-Street Driving Range,(Range) The multiple car off—street driving range (range) is an off-street area specially designed and constructed for the specific purpose of teaching practice driving. This area is designed so that one instructor can teach and supervise several students, each of whom is driving a driver education car. The range consists of specially designed areas for the 10 development of specific skills, common street layouts, and standard signs, signals, and markings. A more complete description of the Michigan State University range is con— tained in the following chapter. Driving Simulator A driving simulator is an electro—mechanical device which enables students in simulated cars to react to driving situations, projected on a motion picture screen. While the students are reacting, automatic checks programmed into the films check for incorrect responses. A more complete de— scription of the Allstate Good Driver Trainer is contained in the next chapter. On-the-Street Instruction On-the—street instruction referred to that part of the practice driving phase of the course during which stu— dents had an Opportunity to drive dual controlled cars, under the direction and supervision of driver education in— structors, on the public streets and highways. Dual Controlled Car A dual controlled car is an automatic transmission car equipped with two brake pedals--one for the driver and one on the right side of the car for use by the instructor. 11 Experimental Program The experimental program referred to the program in which students were taught to drive in the combination pro— gram involving both the range and the simulator with some ad- ditional on-the-street instruction. Control Program The control program referred to the program in which students were taught to drive on the range with some ad- ditional on—the-street instruction. Organization of the Remaining Chapters Chapter II contains detailed descriptions of the A11- state Good Driver Trainer and the Michigan State University multiple car off-street driving range. Presented in Chapter III are (1) selection of school and instructors, (2) methods of obtaining the sample, (3) characteristics of the students, (4) the instructional and testing programs, (5) the testing devices, and (6) the sources, processing, and analysis of the data. Chapter IV contains the findings; and Chapter V pre— sents the summary, conclusions, and recommendations. CHAPTER II THE ALLSTATE GOOD DRIVER TRAINER AND THE MULTIPLE CAR OFF-STREET DRIVING RANGE Both the driving simulator and the multiple car off— street driving range were designed to enable schools to keep pace with the ever-increasing enrollments in high school driver education. These facilities make it possible for one instructor to teach more students, at less cost than the tra— ditional on-the-street practice driving program. Research has indicated that this has been accomplished without any loss in the quality of instruction. Bishop18 found that students who received twelve hours of instruction in the Allstate Good Driver Trainer supplemented with three hours of on-the—street instruction compared favorably in driving knowledge, attitude, and skill with students who received the traditional six hour on—the— street program. In a Pennsylvania study using the Allstate Good Driver Trainer, it was found that: "nine hours of simu— lator time can be successfully substituted for three of six 18Richard W. Bishop, "Evaluating Simulator Instruction for Accomplishing Driver Education Objectives" (Tallahassee: The Florida Institute for Continuing University Studies, 1963), p. 18. (Mimeographed.) 12 13 hours of behind—the-wheel instruction and three of six hours of observation in a dual control car."19 In a study involving use of the multiple car off- street driving range, Brazell found that: "students trained under 'primarily off—street' methods have driving performance records (equated per 1,000 months of driving exposure) which are equal to, or better than, those of students trained under "20 Nolan21 found that 'primarily on-the-street' methods. there were no significant differences in driving attitude, knowledge, or skill between students taught on the driving range (ten hours on the range and two hours on—the-street) and thoSe taught in AEtna Drivotrainer (ten hours in the simulator and three hours on-the-street). (The primary difference between the AEtna Drivotrainer and the Allstate Good Driver Trainer is that the Allstate Good Driver Trainer provides instant feed-back on driving errors.) Since this investigation is concerned with determin- ing the relative effectiveness of driver education programs 19Ivan J. Stehman et al., Immediate Standardized Learning_Reinforcement to a Complex Mental - Motor Skill (Driver Training) Using Electronically—Coordinated Motion Pictures (Harrisburg: John Harris High School), p. 1. 20Robert E. Brazell, A Comparison of Various Behind— the-Wheel Training Methods (Detroit: Automobile Club of Michigan, 1962), p. 18. 21Robert O. Nolan, "A Comparative Study of the Teach- ing Effectiveness of the AEtna Drivotrainer and the Multiple Car Off-Street Driving Range" (unpublished Doctoral thesis, Michigan State University, East Lansing, Michigan, 1965), pp. 144-145. 14 using the Allstate Good Driver Trainer and the multiple car off-street driving range, the remainder of the chapter is de— voted to a detailed description of these devices. The Allstate Good Driver Trainer The Allstate Good Driver Trainer was manufactured by the Link Division of General Precision, Inc., famous for its WOrld War II Link Flight Trainer and more recently for its celestial navigation and missile simulators. It was designed to enable one instructor to give more students learning situ- ations similar to those experienced in an actual car, but with less danger and at less cost per student. The Allstate Good Driver Trainer was the second simu— lator developed for the purpose of teaching high school driver education which utilizes the principle of driving simulated cars, with actual automotive control devices, in simulated traffic settings, through the use of motion pictures. It is unique in that it is the only simulator available for high school driver education which provides instant feedback to the student on his driving performance. This principle makes it possible for the student to know when he is driving correctly as well as to make corrections in his driving immediately as errors occur. The simulator first became available in the fall of 1962 and can be installed either in a regular classroom or in a special mobile trailer (Figure l) as used in this investigation. .uoaflmup mHflQOE ch.mua Hw>HHQ @000 mumumaam use .H ouowam 16 The remainder of this section explains the following components of a Good Driver Trainer installation: (1) the training car, (2) the self-checking error identification panel, (3) the master recorder, (4) the motion picture pro- jector, (5) the instructional films, (6) the screen, and (7) the teacher's manual. The Training Car Each training car is a single place unit (Figure 2) equipped with actual automotive parts. Provided with each car is an adjustable seat, seat belt attachments (seat belts are optional and were not available for this investigation) and two large mirrors mounted on the rear of the seats--one on the right and one on the left. These mirrors are used when backing situations are presented, and when properly adjusted, reflect the image on the screen thus providing a View as normally seen to the rear of the car. Located on the dash board are the following gauges, indicator lights and switches: speedometer, temperature and fuel gauges, generator and oil pressure lights, directional signal and upper beam indicator lights, and the headlight and ignition and starter switches (Figure 3). Control de— vices consist of the steering wheel and horn ring: directional signal and selector levers (Figure 3); foot brake, and ac- celerator pedals; headlight dimmer switch; and the hand 17 .Eoonmmmao goofimua no>HHQ @000 oumumaafi one .N whomflm 18 .maouucoo nommo pom Unmonnmmp Moo mCACHMHD oSE .m wuomflm 19 brake lever22 (Figure 4). All of these devices Operate exactly as they do in a real car. On the right side of the floor a special lever is located which can change the steering from standard to power; and on the right side of the fire wall are two special switches--one which changes the simulator from an automatic to a standard type transmission, and the other which makes the gas gauge read empty thus preventing the car from start— ing (Figure 4). The Self-Checking Error Identification Panel The self-checking error identification panel (Figure 5) is mounted to the front and on top of the training car. This panel is designed so that it visually represents the driving controls of an actual car as viewed from the normal driving position. Located on this panel are five small lights, each representing one of the five categories of driving errors that can be checked—-steering, braking, speed, turn signals, and headlight beams. When the control switch, mounted on the panel, is "on" and an error is made, the light representing that category will go on and remain lit until the error is corrected or until the time allowed for that par- ticular check has passed. Only one light will go on at a time. 22A clutch pedal and a gear shift lever are also pro- vided for teaching driving in standard shift cars. 20 vw/" I“ «new lower controls. 1n1ng car The tra Figure 4. 21 .38..r.t>z.«..ot. is), W W ,. W Hmcmm GOHDMUAMAuooofl uouuw mcflxoonolmaom one .m ousmflm 22 Each error category is broken down into degrees or conditions. Steering has seven degrees--straight ahead and three ranges in each direction. An error occurs when the steering wheel is turned either more or less than what the traffic situation requires. Braking has five degrees-— parking brakes, no braking, little, medium, and hard braking. An error occurs when the parking brake is not set when it should be, or when either too little or too much pressure is applied to the foot brake. Speed has six degrees. In this particular category only speed too fast is considered as an error and speeds faster than 0, 15, 25, 35, 45, and 55 can be checked. For turn signals, checks can be made for both left and right signals and an error is indicated when either the wrong signal or no signal has been given. On the use of headlights, checks can be made for both lower and upper beams and an error occurs when either the wrong beam is being used or when the lights have not been turned on. The Master Recorder The master recorder is located at the rear of the trailer. On the back side of the recorder is located the master control panel and ten driving error panels; and on the right side, two driving error panels and the manual checking switches. The master control panel. Located on the master control panel (Figure 6) is the main power switch, a fuse emu «fume . ’ tam m... {WWIW muons cm was; ., tutxflsnst enzyme ERRORS 4} I"? ill! 3 K F} 18?“! S ‘ Gkht, “tau-Mrs {>92me ERRORS .WWWWW W, g'rmxltsé mm: Steam; 2°97 macaw Figure 6. The master control panel and dr ving error panels. 24 which protects the circuits within the master recorder from overloads in the simulators, reset buttons to reset all driving error counters at zero, and a switch to control the automatic counters. Driving error panels. Every simulator within an installation has an individual driving error panel (Figure 7) on the master recorder. Each panel contains five mechani- cal counters which total the five classifications of driving errors contained on the self-checking error identification panel. These will total a maximum of 21 errors of each type, although more errors may be coded into the film. When the maximum total is reached, the lights on the self—checking error identification panel, described above, continue to go on, but the counter stops counting. Manual checking_switches. Located on the manual checking panel is a series of 22 switches (Figure 7) which can be used for manually checking driving errors. This manual checking can be done as a supplement to or as a re- placement for the automatic checking. The Motion Picture Projector The motion picture projector (Figure 8) is a standard 16 m.m. projector with all the usual operating controls. The projector must be equipped with a special anamorphic lens for wide angle projection and must be plugged into the master re- corder for automatic checking of driving errors. 25 Figure 7. Driving error panels and manual checking switches. 26 .HODowmoum wnouoflm GOHDOE one .m ousmflm 27 The Instructional Films A special series of twelve 16 m.m., colored, cinema- scope instructional films have been produced by the Training Division of Allstate Insurance Company, under the guidance of an Educational Advisory Committee, for use with the Good Driver Trainer. The first film is an introductory film which explains the components of the simulator installation and the various techniques that are used. Beginning with the second film, the series then progresses from the most basic operations on uncrowded streets to the more complicated maneuvers in heavy traffic, with each film providing the stu- dents an opportunity to make application of experiences gained from previous films. The final film is a review film which may be used as a final road test. Each film contains several methods of instruction. They all begin with an on-the—street demonstration of specific traffic problems. Some of these are further illus- trated through the use of model animation. Following the demonstration, the films contain two or more driving sequences to which the students drive. These were filmed within the car and show traffic as the driver would normally see it through the windshield of an actual car. Traffic to the rear, as ordinarily seen through the rear View mirror, is present on the screen at all times. At intersections, views to the left and right are presented to enable the students to check cross traffic before entering the intersection. 28 When traffic situations require that the driver look to the rear, traffic scenes to the rear are shown which when viewed through the special mirrors, previously described, the stu- dents see traffic as they normally would out the rear window or along the left side of a real car. Narration during these driving sequences is kept to a minimum so students have to perceive the driving cues from the traffic environment itself. For the purpose of checking student performance, automatic checks have been programmed into the sound tracks of the films. The Screen A pull—down type screen especially designed for wide angle projection is located at the front of the trailer. This screen (approximately 10 feet wide) is the exact size needed for projection when the projector is located on top of the master recorder. The Teacher's Manual A teacher's manual has been developed to provide the teacher with a comprehensive sequential outline of each film, lists and descriptions of check points coded into the films, and suggested discussion topics. The manual is of the loose- leaf notebook type so that as new films are produced, and as current films are revised, new pages can easily be inserted into the manual. c»...— n.. - y“ .0— Jr vv~ e.- “h u... UVU '9 _! wc. M. 'v III p i n I... "\ ‘- III 29 The Multiple Car Off-Street DrivinggRange The basic concept of teaching practice driving on an off-street area is generally credited to the late Gordon Graham. While with the National Safety Council, Mr. Graham, working with Chicago's Lane Technical High School, began a program which involved having one instructor and one student driver in the front seat of a dual control car with several other students observing from the rear seat. This instruction took place on an off-street area. This idea was further ex- panded in Detroit where, at Pershing High School, an off- street area was constructed so that one instructor, while standing outside, could give instruction to several student drivers at the same time.23 The multiple car off-street driving range referred to in this study was designed by Robert O. Nolan and con- structed on the campus of Michigan State University (Figure 9). This range was designed exclusively for driver education practice driving instruction and involves one instructor and twelve practice driving cars. (Only automatic transmission cars were used in this investigation.) Communication with all the drivers on the range is accomplished through the use of a portable transistorized horn. The range contains basic street and intersection patterns as well as specifically designed driving exercises. 23Ibid0, pp. 1.3-1.5. 30 .omcmu mafi>flup pooupmlmmo Hmo mHmHDHSE mufimuw>flc3 oumum :mmflnoflz .m wuomflm .hun I LPG.’ .Io'l XFOZUJ at] 9:13 «I; I-I 3.... 33d. ulna III uzi utal 9.6» IIII a .1“ uOZ._._mmm>_ZD u._.<._.m zoH m0. um poumoHpoH some HozmHm u COHuooHHQ OHumu HmoHuHHu may mo oocmoHMHcmHm mo Ho>oq n mucwEEoo OHDMH HmoHuHHO H MD momma mo mocoHoMMHo mo Houno pumpcmum n 08mm momma mo oocoHoMMHn fl oz ooummEoo mmoonm CHQDH3 mucopoum mo Homeoz u z "wmx HHHmonocov mo.e ocmonHcmHm ooz mm. 0H.H am. mu m .coo ocm H .coo ucnoHeHcon ooz mo. mN.H no. be m .xm can H .xm ocmoHeHcmHm ooz Hm. mH.H om. me nmom .coo com nmom .xm ocmoHeHcon ooz om. RH.H co. mm anHo .coo com anHo .xm occoHHHcmHm ooz mo.H mo.H OH.H we nmom .coo ocm nHuHo .coo ocmoHoHcon ooz mo. mm.H om. ea nmom .xm com anHo .xm occoHeHcon ooz mm. mm. Hm. mmH Honocoo coo HmocoeHnooxm COHquHHQ mucwEEoo mo oemm 02 z poummeou mmsouw .AmOHumu HMUHDHHU wo smumou zu: ha consumes mmocoHoMMHp some mo oocmoHMHcmHmv wmooum Houucoo pom HmucoEHuomxo esp CHSDH3 pow cwo3uon momm some mo GOmHHmQEOO .m mHnme 42 Grade Level Distribution The grade level distributions of the experimental and control groups are presented in Tables 4 and 5, re— spectively. These tables show that 49 per cent of both the experimental and control groups were in the tenth grade. This percentage is low when considering the high percentage of fifteen year olds in the study but can be accounted for by the fact that those students who took the program during the summer were assigned to the next grade level rather than the grade level just completed. In the eleventh grade there were 43 per cent and 37 per cent in the experimental and con— trol groups, respectively. In grades nine and twelve there was only one student in each group except for the control group of grade twelve which had two students. In the experi- mental group there was also one boy who had graduated from high school early and was now a sophomore (listed as grade 14) in college. In Table 6 are presented the levels of significance in grade level distributions between the experimental and control groups when classified by sex as measured by Chi Squares. Table 6 shows that: 1. There were no significant differences in grade level between the total experimental and control boys or at any of the grade levels. 43 00.00H he Ho mm mm 0N mH No HN HN mHmuoe pcmuw 0m.H H 0 H H 0 H 0 0 0 oH 0H.m o m H m m 0 H 0 H NH om.No mm mH mH nN mH NH 0 m m HH mm.0o mm 0N mH o N N gm mH 0H 0H 0m.H H 0 H 0 0 0 H 0 H 0 Demo mom HoDEoz mHHHw mmom Hmuoe mHHHO whom Hmuoa mHHHw mmom Ho>oH mHmuoe ocmuw mHmuoe N HmucoEHHomxm H HmucoEHHonm opmuw kucmEHuomxm .Ho>oH opmum pom xom on mchnooom ooHMHmmmHo mmooum HmucoEHquxo mo coHquHHumHo hocooooum .o oHQme 44 00.00 me He hm om 0N oH go HN 0N mHmuoa pcmuu om.N N N 0 N N 0 0 0 0 NH 0H.nm 0N 0H HH mN mH 0H 0 m H HH h0.mm mo HN mN n m o 00 NH HN 0H 0N.H H 0 H 0 0 0 H 0 H 0 Demo mom HoDEsz mHHHo mxom Hmuoe mHHHo whom Hmuoe mHHHw whom Ho>oH mHmuoe ocmuo mHmuoa Houucoo N Houucoo H Houucoo opmuw .Hm>oH opmum paw xow ou 0CHoHooom ooHMHmmMHo mmsoum Houucoo mo COHquHuumHo wocmoooum .m oHDmB 45 oumoom H30 may no mocmoHMHcmHm mo Ho>oH n m Eooomum mo mooumwn H mm "Mum N0. 0 mo.N 00. o NN. 00. o 0>.m Hmuoe Nm. H , 00.H Nm. H 00.H gH mo. H 00. 50. H 0N. Nm. H 00.H NH mm. H 0N. 00. H 00. mo. H N0. HH 00. H on. 00. H N0. 0N. H «H.H 0H 00. H 00. 00. H 00. 0 a mo onmoom Hco a mo onmoom Hco a mo oumoom Hso Ho>oH inuHo pom wmom . - mHHHO . I; m>om .. opmuw .Aoumoom H30 an consumes mooco IquMHp COHquHHumHo on» no ooconMHcmHmv xom an owHMHmmmHo mmooum Houucoo pom HmucoEHuomxo may cooBuon mHo>oH momnm mo coHquHquHp mg» no mCOmHHmmEoo .0 oHDmB 46 2. There were no significant differences in grade level between the total experimental and control girls, or at any of the grade levels. 3. There were no significant differences in grade level between the total experimental or control groups, or at any of the grade levels. Distribution of Intelligence Quotients Tables 7 and 8 present the distributions of intelli- gence quotients as measured by the California Short Form Test of Mental Maturity for the experimental and control groups, respectively. These tables show that the mean 1.0. for the total experimental and control groups were practically identi- cal, 113.57 to 113.60, respectively. The experimental girls outscored the control girls by over one score point, whereas, the reverse was true for the experimental and control boys. In all instances, the second experimental groups outscored the first experimental groups and the second control groups out— scored the first control groups. With the exception of four students, all intelligence quotients were within a range of 90 to 139. For the experimental group, 32 per cent of the intelligence quotients fell within the 90 to 110 range, where- as, 30 per cent of the control group fell within this range. Sixty—seven per cent of the experimental group and 69 per cent of the control group had intelligence quotients of 110 or above, and 1 per cent of both the experimental and control groups ranged below 90. 47 em.MHH mm.eHH «m.mHH mo.eHH mo.eHH no.eHH em.OHH om.HHH oH.oOH .o.H coo: Ho.ooH on oe om cm mH mH we Hm Hm nHmooe ocmno mm.H H H o o o o H H o on on on oo.o o o o o o o o o 0 mm on om Hm.o e m a m m o m H a no on om em.mm NH 6 HH 4 o c mH o e 00H oo OOH oH.mm om mH HH mH HH c cH e e mHH on OHH ea.oH mH m e m m m e m N mNH on omH mm.o m m m m N H m H H mMH oo omH mo.m m H H m H H o o o meH on ocH Homo mom “09852 mHuHo whom Hmuos mHHHO whom Hmuoa mHHHO whom .O.H mHmuoa pcmuw mHmuoe HmucoeHummxm N HmucmEHHonm H HmucoEHnomxm pom Rom ou 0chHooom poHMHmmMHo mQ50H0 HmucoEHHmmxo mo COHuonHuume hocooownm .mucoHuoov mocomHHHoucH .h mHQMB 48 00.mHH m0.NHH mm.oHH 0m.mHH mm.0HH mN.HNH 00.0HH No.00H wo.0HH .O.H coo: 00.00H be Ho 0m mm 0N 0H 00 HN MN mHmuoa pcmno 0m.H H 0 H 0 0. 0 H 0 H 05 on on 00.0 0 0 0 0 0 0 0 0 0 00 on 00 00.0 h o m H H 0 0 m m 00 on 00 05.0N 0H 0H 0 0 m H 0H m m 00H ou 00H >¢.Nm mN MH NH 0 o v eH 0 m 0HH 0p 0HH NH.Hm oN HH MH oH h m 0H 0 0 0NH on 0NH 0H.m o m H o m H 0 0 0 0MH ou 0MH 00.0 0 0 0 0 0 0 0 0 0 00H 0» 00H ucou Mom Honezz mHuHo whom Hmuoa mHHHU whom Hmuoe mHHHO whom .0.H mHmuoa pcmuw mHmuoe N Honucou H Houucoo Houucoo .mucmHuooU moco0HHHou IcH pom xom ou 0CHpuooom oonHmmmHo mmoou0 Honucoo mo coHuanHume wocooooum .m oHQme 49 In Table 9 are presented the mean differences in in— telligence quotients and the levels of significance of these differences between and within the experimental and control «groups as measured by "t" tests of critical ratios. Table 9 shows that: l. The difference of over 7 points in intelligence quotients between the first and second experimental groups was significant at the .01 level. 2. The difference of over 8 points in intelligence quotients between the first and second control groups was significant at the .001 level. 3. There were no significant differences in intelligence quotients between the remaining groups. Distributions of Previous DrivinggExperience Categories Presented in Tables 10 and 11, respectively, are the distributions of the previous driving experience categories. These tables show that 39 per cent of the experimental group and 44 per cent of the control group had either never driven at all prior to the beginning of the program or had merely driven back and forth a little on their own private driveway. Forty-nine per cent of the experimental and 40 per cent of the control students had driven from one to five miles on actual city streets or roads; and 12 per cent and 17 per cent of the experimental and control groups, respectively, had ex— tensive driving experience. 50 uo3oH Ho Ho>oH m0. um poumoHoCH some Hoanm n coHuooHHa OHDMH HmoHDHHo on» mo oocmonHcmHm mo Hm>oH n mucoeeoo OHDMH HMUHDHHO n mu momma mo oocouoHMHp mo Honno oumpcmum n 05mm mcmoe mo oocouomen u o: poummeoo masonm chuHB mucooouw Ho Honeoz n z "NHM .AHHmuuocoW mo.a N .coo Ho>oH Hoo. om ocmoHHHcon oe.m NN.N mm.m NH N .coo can H .coo N .xm Ho>oH Ho. on ocmoHeHcon mm.N mo.N cc.e on N .xm com H .xm DamonHc0Hm #02 00. mn.N o0.H Nb mwom .coo pom whom .xm ocmoHNHcmHm uoz om. mc.N oe.H Hm nHuHo .coo ocm nHuHo .xm occoHeHcmHm ooz em. mc.N mc.H NH nmom .coo ocm anHo .coo ocmoHNHcmHm ooz mm. NN.N Ho.H on nmom .xm com nHHHo .xm ocmonHcmHm ooz No. em.H mo. mmH Honocoo com Hcocoanoexm cOHuooHHa mucoeeou mo oemm o: z omummeou masono .AmOHumu HMUHDHHU mo mummy =u= an pouommoe moocoummme come no oocmonHcmHmv mmoou0 Houucoo pom HmucoeHHomxo may 0H£DH3 pom :oo3uon mucmHuoso ooammHHHmucH some 00 GOmHHmmEoo .0 oHnme 51 0CH>HHo mo moHHE o>Hm Ho>o n o>Hmcouxm mpmou Moan no muooHum muHo co 0cH>HHp mo onHE o>Hw on $20 u oumuoooz m>m3o>HHp co oHuuHH m on 0:02 u uanHm uwmz 00.00H we Ho 0m mm 0N mH No HN HN mHmuoe pcmuw 00.HH 0 m o m H N 0 o N o>Hmcouxm mm.0g 0m 0H oN 0H m m mN 0 0H oumuoooz om.mm om NN m 0H eH m HH 0 m uanHm Homo mom HoQEoZ mHmuoe ocmuw mHHHO whom Hmuoe mHHHO whom Hmuoa mHHHO mwom mHmuoe N HmucoEHnonm H HmucoEHHonxm HmucoEHuomxm .moHHomoumo mocoHHomxo 02H>Hno m50H>on pom xom on 0cHoHooom ooHMHmmmHo mmooum HmucoeHuomxo mo coHuonHHumHo mocooooum .OH mHnma .ilI’I 52 00H>Hup mo moHHE o>Hm Hm>o mpmou Moon Ho mpoouum muHo co 0CH>HHp mo moHHE o>Hm ou 0:0 m>m30>HHo co wHDUHH m 00 ocoz o>Hmcouxm oumuopoz HHOHHm "was OO.OOH OH HO am am ON OH cc HN mN nHmooa cameo NO.OH mH H NH O O a O H O ooanooxm ee.om Hm NH 4H HH N e ON OH OH oomnocoz Om.mc em MN HH OH NH O mH OH m onOHHm Homo mom Honeoz mHHHw whom Hmuoa mHHHO whom ku08 mHHHO mmom mHmuoe pcmuw mHmuoe N Houucoo H Houucoo Houucoo .moHHomoumo mocmHHomxo 0GH>HHo m50H>on pom New on 0GHoHooom oonmemHo wmoonm Houucoo mo COHUDHHHume hocmoowum .HH GHQMB 53 Table 12 shows the levels of significance in pre— vious driving experience distributions between the experi— mental and control groups when classified by sex as measured by Chi Square. Table 12 shows that: 1. Summary There was a significant difference in previous driving experience at the .03 level between the total experimental and control boys in favor of the control boys. The only significant difference in previous driving experience between the experimental and control boys for any of the individual categories was in the ex- tensive category significant at the .05 level in favor of the control boys. There were no significant differences in previous driving experience between the total experimental and control girls, or for any of the individual pre- vious driving experience categories. There were no significant differences in previous driving experience between the total experimental and control groups, or for any of the individual pre— vious driving experience categories. The preceeding analysis shows that there were no sig— nificant differences between the total experimental and con— trol groups in relation to sex, age, grade level, intelli- gence quotients, or previous driving experience categories. 54 mooum Houucoo CH popmoHuo>o msoum HmucoEHHomxo CH pmGMOHHo>O + oumovm H£0 oz» 00 oocmonHcmHm mo Ho>oH m Eoooonm mo moohmon ma "MMM 00. N 0O.H mN. N m0.N m0. N NH.NI oocHQEoo oocoHHomxm HHG Ho. H Nb. 0H. H 00.N m0. H 00.0: o>Hmcouxm Ho. H Ne. 00. H 0m. HH. H o0.N oumuoooz mo. H ON. mm. H . NO. me. H we. ocmHHm e no onmoom Hco a mo oumoom Hno o no onmoom Hno mHHHo 0cm m>om mHHHU mmom .Hmumowm HA0 ma pouommoe moocouomme :oHuanHumHo 030 Mo oocmonHcmHmV xom an oonHmmmHo mmoou0 Houucoo 0cm HmucmeHHomxo on» cmo3uon onHomoumo mocoHHomxo 0CH>HH0 m50H>on mo COHuonHuume may no mCOmHHmmEo0 .NH DHQMB 55 The second experimental and control groups had significantly higher intelligence quotients than the first experimental and control groups, respectively; and the control boys had sig- nificantly more previous driving experience than the experi- mental boys. This would indicate that where intelligence is a factor the second experimental and control groups might do better than the first experimental and control groups, re- spectively: and where previous driving experience is a factor the control boys might do better than the experimental boys. The Instructional and Testing Programs In this section are contained the instructional and testing programs for the spring and summer experimental and control groups. Separate daily schedules for each of these programs are shown in Figures 10 through 13. The control Proqram The total control program consisted of twelve 50 minute periods of driving on the multiple car off-street driving range, and four one-half hour periods of driving and four one-half hour periods of observation on—the—street in a dual control car. Twelve periods were set aside in both the second semester and summer programs for the range lessons, and six and five periods, respectively, for the on—the- street lessons. For the range instruction, twelve pre-planned lessons were developed. The daily schedules contained in Figures 10 March 30 April May June Figure 10.--Daily schedule——Control group, 31 1 18 19 20 21 25 26 27 waH A- 56 Knowledge & Attitude pre-tests Knowledge & Attitude pre-tests Knowledge pre—test Film 1 Introductory film to Previous driving proficiency 50 50 50 50 50 .50 50 50 50 50 50 50 minutes minutes minutes minutes minutes minutes minutes minutes minutes minutes minutes minutes on on on on on on on on on on on on MCDR* - MCDR - MCDR - MCDR - MCDR - MCDR - MCDR - MCDR - MCDR - MCDR - MCDR - MCDR - Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Lesson Simulator familiarization Simulator skill test - Film 12 Range skill tests Knowledge & Attitude mid—tests Knowledge & Attitude mid-tests simulator test I II III IV V VI VII VIII IX X XI XII Let's Review Knowledge mid-test BTW** (During this time each student will go out 4 times. He will receive 30 minutes driving and 30 minutes observation each time.) BTW BTW BTW BTW BTW Knowledge & Attitude post-tests Knowledge & Attitude post-tests Knowledge post-test —- Road tests Road tests Road tests Road tests Road tests spring term. *Multiple Car Off-street Driving Range. **Behind-the-wheel on—the—street. 57 and 11 show the days on which each of these lessons were taught and the detailed lesson plans themselves are contained in Appendix A. The on—the-street instruction consisted of four pre—planned routes designed to give the students experi— ence in country, city, highway, and freeway driving. Every student drove the four routes in the above named order, and in addition, had the opportunity to observe his partner drive the identical route, but in the opposite direction. Detailed lesson plans of these routes are contained in Appendix B. The Experimental Program The total experimental program consisted of seven 50 minute periods in the Allstate Good Driver Trainer, five 50 minute periods on the multiple car off—street driving range, and four one-half hour periods of driving and four one-half hour periods of observation on-the-street in a dual control car. Twelve periods were set aside in both the second semester and summer programs for the range and simulator lessons, and six and five periods, respectively, for the on-the—street instruction. The experimental groups followed the same set of range lesson plans as used by the control groups, but since they had fewer periods, it was necessary to offer more than one lesson in every period. For the simulator instruction, the instructor followed the individual film lesson plans contained within the Teacher's Manual. Figures 12 and 13 show how the June l7 l8 19 July 1 23 24 27 28 29 30 31 Figure ll.——Daily schedule——Control group, 58 Knowledge & Attitude pre-tests Knowledge & Attitude pre—tests Knowledge pre-test Film 1 Introductory film to Previous driving proficiency 50 minutes on MCDR* 50 minutes on MCDR - 50 minutes on MCDR — 50 minutes on MCDR — simulator test Lesson I Lesson II Lesson III Lesson IV 50 minutes on MCDR — Lesson V 50 minutes on MCDR - Lesson VI 50 minutes on MCDR - Lesson VII 50 minutes on MCDR - 50 minutes on MCDR - 50 minutes on MCDR - 50 minutes on MCDR - Lesson XI 50 minutes on MCDR - Lesson XII Simulator familiarization Simulator skill test - Film 12 Range skill tests Knowledge & Attitude mid—tests Know edge & Attitude mid-tests Lesson VIII Lesson IX Lesson X Let's Review BTW* (During this time each student will go out 4 times. He will receive 30 minutes driving and 30 minutes observation each time.) BTW BTW BTW BTW Knowledge & Attitude post—tests -- Road tests Knowledge & Attitude post-tests —- Road tests Road tests summer term. *Multiple Car Off—street Driving Range. *Behind-the-wheel on-the—street. Nu; I N 59 March 30 Knowledge & Attitude pre—tests 31 Knowledge & Attitude pre-tests April 1 Knowledge pre-test Film 1 Introductory film to simulator 2 Previous driving proficiency test 50 minutes in GDT* - Film 2 The Start of Good Driving 7 50 minutes in GDT - Film 3 The Good Turn Film 4 City Driving (Intro. only) 8 50 minutes on MCDR** — Lessons I and III B 13 50 minutes in GDT - Film 9 In Reverse 14 50 minutes on MCDR — Lessons II, III A and IV 16 50 minutes in GDT — Film 10 Parking 20 50 minutes on MCDR - Lessons V, VI, VII and VIII 22 50 minutes in GDT — Film 4 City Driving Film 5 Advanced City Driving 23 50 minutes on MCDR - Lessons IX and X 28 50 minutes in GDT - Film 5 Advanced City Driving Film 6 Highway Driving 29 50 minutes on MCDR - Lessons XI and XII May 4 50 minutes in GDT - Film 11 Driving after Dark Film 7 Expressways are Differ— ent (Sequence I only) 5 Range skill tests 6 Range skill tests 7 Simulator skill test - Film 12 Let's Review 11 KnoWledge & Attitude mid-teSts 12 Knowledge & Attitude mid—tests 13 Knowledge mid—test l4 BTW’ (During this time each student will go out 4 times. He will receive 30 minutes driving and 30 minutes observation each time.) 18 BTW 19 BTW 20 BTW '21 BTW 25 BTW 26 Knowledge & Attitude post—tests 27 Knowledge & Attitude post-tests 28 Knowledge post-test —- Road tests June 1 Road tests 2 Road tests 3 Road tests 4 Road tests Figure 12.-—Daily schedule—-Experimental group, spring term. *Allstate Good Driver Trainer. **Multiple Car Off-street Driving Range. ***Behind-the-wheel on—the-street. June l7 l8 19 22 23 24 26 29 July 1 10 14 15 16 17 20 21 22 23 24 27 28 29 3O 31 Figure l3.--Daily schedule——Experimental 60 Knowledge & Attitude pre-tests Knowledge & Attitude pre-tests Knowledge pre—test Film 1 Introductory film to simulator Previous driving proficiency test 50 minutes in GDT* - Film 2 The Start of Good Driving 50 minutes in GDT - Film 3 The Good Turn Film 4 City Driving (Intro. only) 50 minutes on MCDR** — Lessons I and III B 50 minutes in GDT - Film 9 In Reverse 50 minutes on MCDR - Lessons II, III A and IV 50 minutes in GDT — Film 10 Parking 50 minutes on MCDR - Lessons V, VI, VII and VIII 50 minutes in GDT - Film 4 City Driving Film 5 Advanced City Driving 50 minutes on MCDR - Lessons IX and X 50 minutes in GDT - Film 5 Advanced City Driving Film 6 Highway Driving 50 minutes on MCDR - Lessons XI and XII 50 minutes in GDT - Film 11 Driving after Dark Film 7 Expressways are Differ- ent (Sequence I only) Range skill tests Range skill tests Simulator skill test Knowledge & Attitude Knowledge & Attitude mid-tests BTW*** (During this time each student Will go out He will receive 30 minutes driving and 30 minutes observation each time.) 4 times. BTW BTW BTW BTW Knowledge & Attitude post-tests Knowledge & Attitude post-tests Road tests - Film 12 Let's Review mid—tests *Allstate Good Driver Trainer. **Multiple Car Off-street Driving —- Road tests -- Road tests group, summer term. Range. ***Behind-the'Wheel on-the-streeto 61 twelve range lessons were combined so they could be taught in only five periods, the simulator films that were used and the order of presentation, and how the two parts of this pro- gram were integrated. For the on—the—street instruction, the same set of lesson plans (contained in Appendix B) and pro— cedures were used as were used for the control students. The Pre-Testing Program The first four days of the second semester prOgram, and the first three days of the summer program were set aside for the pre-testing program. During this time each class was tested for driving knowledge and driving attitude. In addition, the writer tested each student individually in a dual control car to determine his driving proficiency. Sufficient time was also available to show the film intro— ducing the driving simulator. The driving knowledge tests consisted of the final examination for the textbook Sportsmanlike Driving, and Parts I and II of a driver education achievement test de— veloped at George Washington University. Driving attitude was tested through the use of the Mann Personal Attitude Survey and the Siebrecht Attitude Scale. The instructions for the writing of the knowledge and attitude tests and the use of the answer sheets were given before each test was administered. When every student had completed the test, the tests and answer sheets were collected and the process repeated for the next test. For 62 the driving proficiency test, the students were instructed to leave the classroom in alphabetical order at two and one-half minute intervals and wait in front of the school. Each student then drove around the block. Students who missed any of the tests because of their absence from school were required to come in after school and complete the tests before they began their train— ing program. The order in which the tests were administered are shown in Figures 10 through 13, and the tests themselves are more thoroughly described in the next section of this chapter. The Mid-Testing Program Six days during the second semester program and five days during the summer program were set aside, after the com- pletion of the simulator and range instruction, for the mid- testing program. During the first two days of this period the experimental groups were given the range skill tests, while the control groups on the first day were given an opportunity to become familiar with the simulators by Oper— ating the simulators to the driving sequence portions of the "Start of Good Driving" and "The Good Turn" films. The portions of these films which were purely instructional in nature were not shown to minimize as much as possible the amount of information the control groups might receive by viewing these films. On the second day the control groups 63 received the simulator driving test. On the third day the groups changed places with the experimental groups receiving the simulator driving test and the control groups receiving the range skill tests. These tests are more thoroughly described in the next section of this chapter. The simulator tests were administered by the two in- structors to their own groups, and the range skill tests by college students taking the second driver education teacher preparation course at Michigan State University. Variations in scoring by the individual students were held to a minimum by instructing each student on the scoring of his particular skill test, and by keeping each student in the same skill area as much as possible. An attempt was also made to have each student check an equal number of experimental and con- trol students, and no mention was made of which group was be— ing tested at any time. For the remainder of the testing program the two groups were combined and they received the same driving knowledge and driving attitude tests in identical order as administered during the pre-testing program. The writer personally administered these tests giving the same in— structions and following the same procedures as in the pre— testing program. Figures 10 through 13 show the order in which the tests were administered. 64 The Post—Testing Program At the completion of the on—the—street instruction seven days were set aside in the second semester program and three days in the summer program for administration of the post-testing program. At this time, all students Were again tested for driving knowledge and driving attitude with the same battery of tests as given in the pre- and mid-testing programs. In addition, each student was given a 20 minute road test in traffic. The driving knowledge and driving attitude tests were administered the first three and two days, respectively, of each program. These tests were given in the same order, using the same instructions, and following the same pro- cedures as used in the two previous testing programs. This order is shown in Figures 10 through 13. Because of the shortage of time, it was necessary to schedule the road tests simultaneously with the knowledge and attitude tests. The following four and one days, respectively, were also available in the second semester and summer programs for the completion of these tests. On the road test the precautions taken to minimize variations in testing procedure, and any external circum- stances were as follows: 1. One person tested all the students. This person was personally instructed by the writer on the use of the test, and where along the route each item of the 65 test was to be checked. In addition, he was given an opportunity to test several persons before he tested any student involved in the study. 2. One route was used for all tests. 3. The students were instructed not to give the tester any information but their name. 4. Students from the two groups were assigned to take the test on an alternating basis. In addition, the order was reversed on alternate days. A complete description of this test is contained in the next section of this chapter. The Testing Devices In this section are contained descriptions of the various tests used in the testing programs. Achievement Test in Driver Edu—. pgtion for Sportsmgplike Driving The SportsmanlikeDriving25 final examination is a general driving knowledge achievement test consisting of 50 multiple choice questions with four possible answers to each question. To develop the test, a group of psychologists who specialized in test construction, developed three forms of 50 questions each. These forms were administered to a selected 25American‘Automobile Association, Sportsmaplike Driving (3rd ed., Washington, D. C.: The Association, 1955). ..- av . p.195 —v- 7“ vi A c...- "vi a . -v. cur ‘N 66 number of high school students. An item analysis of the com- pleted answer sheets was made and from this the 100 most re- liable questions were selected. All questions which were either too easy or too difficult were discarded. The 100 questions were then arranged in order of difficulty and di- vided into two forms, C and D, of equal difficulty.26 Form 6C was used in the three testing programs of this investigation. Achievement Test in Driver Edu— cation by George Washington University 27 is a two- The George Washington University Test part specific driving knowledge test consisting of 145 multiple choice questions with four or five possible answers to each question. Part I of the test contains 71 questions on standard driving situations, and Part II, 74 questions concerning driving emergency situations. This test was originally ad- ministered to 284 ninth-grade driver education students after they had been exposed to a series of programmed booklets which contained the information. On the basis of two administrations 26American Automobile Association, Instructions for Sportsmanlike Driving Tests (Washington: American Automobile Association, 1960), p. 1. 27This test was develOped by Dr. Thelma Hunt and Dr. Edward H. Fisher, for the George Washington University's Driver Behavior Research Project, Dr. Lawrence E. Schlesinger, principal investigator. This project is supported by Edu- cation Grant 7-18-0100—197. 67 of the test to the same group, one month apart, the test had a correlation of .93 (Pearson correlational coefficient). In a communication with the authors, they suggested that questions 11, 30, 32, 38, 52, 53, 58, 59, 60 and 64 from Part I of the test, and questions 83, 92, 93, 96, 99, 101, 103, 116 and 126 from Part II of the test not be used as their study indicated that they were poor questions. In ad— dition, to conform to local ordinances, it was necessary to select a different answer as the correct answer to question number sixty-six. Sixty-one and 65 questions, respectively, were thus considered for the three testing programs of this investigation. .Mann Pergonal Attitude Survey The Mann Personal Attitude Survey28 consists of 63 statements concerning attitudes and feelings towards self and others. Students react to these statements by checking one of five listed responses-~always, usually, sometimes, rarely, or never. The responses are then scored in terms of the number of deviations from what are considered the normal answers. The lower the score, the more favorable are the re- sponses. The reliability of the scale is presently being es- tablished by.Mr. Francis Kenel29 for his doctoral dissertation. 28This Survey was developed by Dr. William A. Mann of the College of Education, Michigan State University, East Lansing, Michigan. 29Mr. Francis Kenel is an assistant professor in driver education at Illinois State University, NOrmal, Illinois. 68 On this particular Survey, since many of the state- ments reflect attitudes which are not subject to change over a short period of time, significant improvement between test— ing programs was not expected. The writer did, however, de— cide to use the Survey to see if significant improvements would still occur. Siebrecht Attitude Scale The Siebrecht Attitude Scale consists of 40 state— ments concerning factors thought to be important in the safe driving of an automobile. Students react to these state- ments by checking one of five listed responses--strongly agree, agree, undecided, disagree, or strongly disagree. These responses are then scored by counting the number of deviations from the normal response, and subtracting this total from 200. The higher the score the more favorable are the responses. Standard responses for this scale were determined by 125 commissioners of motor vehicle departments, license ex— aminers, and accident-free drivers of commercial fleets. By the split-half method, a reliability of .81+.02P.E. was se— cured on a group of 100 students enrolled in driver education 30 courses. _ 3OElmer B. Siebrecht, Manual of Directions Siebrecht Attitude Scale (New York: Center for Safety Education, New York University), pp. 2—4. 69 The Simulator Driving Test The Simulator Driving Test film—-Let's Review——is a 26 minute film containing three driving sequences--city driving, country driving, and expressway driving. Programmed into the sound track of this film are automatic checks for speed, brakes, steering, and turn signals. Incorrect re— sponses for each category are totaled on the master control tower. During the administration of the test the error identification panel lights were turned off so students were not aware of any mistakes they might be making. The score on the test is the total number of incorrect responses, thus the lower the score the better the responses. The Range Skill Tests The range skill tests are a series of skill tests de— veloped by staff members of the Michigan State University Highway Traffic Safety Center covering thirteen maneuvers and/or skills taught in a range program. Each test consists of several step-by-step procedural items each of which has an assigned point value. The student is scored on the basis of his completing the required step, whether the step was in proper sequence, and by the skill in which the particular step was performed. The final score is the total number of points scored, thus the higher the score the better the per- formance. A COpy of this test is contained in Appendix C. 70 The Road Test The final road test was a test developed by the American Association of Motor Vehicle Administrators31 as a suggested road test for driver licensing purposes. This test has three main areas--vehicle handling, traffic problems, and road problems. Under each area are a series of items which can be scored as either good or bad. The final scores for each area are expressed in percentages which are derived by dividing the number of checks in the good column by the total number of good and bad checks, thus the higher the score the better the performance. A c0py of this test is in- cluded in Appendix D. The Sources, ProcessingL7and Analysis of Data In this section are presented (1) the sources of the data used in this investigation, (2) methods of processing the data, (3) the methods for statistically analyzing the data, and (4) determining the samples for analysis. Sources of Data Data for this investigation were obtained from the school's permanent record files, by riding with the students to test their previous driving experience, answer sheets for 31American Association of Motor Vehicle Administrators, A Manual for Driver-Licensing Authorities in the Examining of Applicants for Drivers Licenses (Washington: American Associ— ation of Motor Vehicle Administrators, 1959), P. 105. 71 the knowledge and attitude tests, master control tower of the simulator, and score sheets developed for the range skill tests and the final road tests. Permanent record file. Information concerning the students' full name, sex, age, grade level, and intelligence quotients were obtained from the permanent records of the school. As a double check for accuracy, the students were asked to fill in the same information, with the exception of the intelligence quotients, on a 3 x 5 card. Any difference between the two sources were reconciled by asking the stu— dent which was correct. Previous driving experience. To determine the driving proficiency of each student before the instruction period began, the writer rode with each student around one block. The writer observed each student as he started the engine, left the curb and proceeded around the block and finally parked by the curb. In addition, the writer also asked each student a series of questions to determine how much the student had driven and where this driving took place. From this the writer was able to determine whether the stu- dent had slight, moderate, or extensive experience. Knowledgepgpd attitude test answer sheets. The scores for all the driving knowledge and driving attitude tests were taken directly from the answer sheets provided for these tests. The writer hand scored every answer sheet by use of a scoring key placed on top of the answer sheet. 72 Simulator drivinggtest. On the master control tower in the simulator is a panel for each simulator which shows the total number of driving errors for each of the five types of errors that the simulator checks. The two instructors re- corded these totals for each of the three driving sequences contained within the film for their own group on a form pro- vided for this purpose. The writer did the necessary ad— ditional totaling for the computation of the final scores. For the range skill tests, col- Range skill tests. ltxge driver education students were assigned to each of the skinl areas for purposes of checking the students. Each high schuaol student was given a test sheet which he gave to the cheuzker before he attempted each skill. The checker merely filled in the number of points for each step of the skill. The: eriter then collected these sheets and totaled the number 0f Points for each skill and for the test as a whole. Fingl road test. The road tester was given a supply of 1r<>ad test forms on which he merely placed the student's namne, and checked the student's performance as either good or bad On each item of the test as the student drove over a pre- scribed route. The writer then took these sheets and com— pUted the final scores for the three areas contained within the test . \m. ... u-v n.- "u I 73 Methods of Processing the Data The writer recorded all the data on each student directly onto columnar sheets. Each of the seven class periods were recorded on separate sheets and were divided into experimental boys, experimental girls, control boys, Each type of information, i.e., back- and control girls. knowledge tests, attitude tests, simulator test, ground data, and final road test were further grouped range skill tests , on these sheets. From this grouping it was relatively easy Ix) compute the statistics necessary for the various groupings corrtained within the tables. Ngtfliods for Statistically IImil—\innq the Data The groups were compared by testing the significance 0f tihe mean differences by "t" tests of critical ratios for driving knowledge, driving attitude, and driving skill. Sig— nillfjrcance of correlations between age, and intelligence qucytclents and the final criteria were tested by means of Pearson's Product Moment r; and previous driving experience and -the final criteria by means of Chi Square. \ c: _ 32Henry E. Garrett, Statistics in Psychology and Edu— isésiiiflfl (Fifth edition; New York: Longmans, Green and Co., 2?; . 1958). pp. 27-28, 53-54, 142, 185-186, 198—199, 213- ’ 226-227, 253-254, and 392-394. 74 Determining the Samples for Analysis All students who completed the training, and all pre-, mid-, and post-tests with the exception of four stu— dents were used in this investigation. The exceptions were: (1) for two students it was impossible to obtain intelli— gence quotients, (2) one student was unable to take the simu- lator driving test and the range skill tests because of ill- russs, and (3) one student was unable to complete the two post attitude tests. It was felt by the writer that since these stnldents were able to complete all the other necessary re- qujgrements, they could be used in the investigation without an)? adverse effects. All necessary adjustments in computing the: statistics were made because of the absence of these figures. It was necessary to drop nine students from the in- VeStigation for the following reasons: 1” Four students either transferred or drOpped out of school between the time they were assigned to a group and the time the study began. 2. TWO students were taking the course for the second time. -3. One student was a foreign exchange student who was having some difficulty with the English language. 41- One student transferred to this school the day before the study began and had been exposed to different 75 classroom instruction and a portion of the on-the- street instruction. One student obtained a driver's license during the study and was doing a considerable amount of driving outside of the school programs Of 164 students who were assigned to the two groups, 160 actually went through the instructional program, and 155 were finally used in the investigation--77 in the experi— rmantal group and 78 in the control group. Summary In this chapter were presented the methods of pro— cedhare for this investigation. Included were (1) the se- lecflzion of the school and instructors, (2) methods of ob- tairlirg the sample, (3) characteristics of the students, 04) ‘the instructional and testing programs, (5) the testing detrixzes, and (6) the sources, processing, and analysis of the data . In the following chapter are contained the findings 0 f thi s investigation . CHAPTER IV THE FINDINGS In the preceding chapter the methods of procedure for this investigation were presented. In this chapter are the findings resulting from a statistical analysis of the data. These findings are presented under the following seven headings: (1) Comparisons of driving knowledge and driving attitude pre-test scores between and within the experimental and control groups, (2) Comparisons of driving knowledge, driving attitude, range skill tests, and simulator driving test: mid-test scores between and within the experimental and control groups, (3) Comparisons of driving knowledge, driving attitude, and road test post-test scores between and within the experimental and control groups, (4) Mean changes in driving knowledge and driving attitude scores between pre— teSts and mid-tests, (5) Mean changes in driving knowledge and, driving attitude scores between mid-tests and post—tests, (6) Mean changes in driving knowledge and driving attitude scores between pre—tests and post—tests, and (7) Correlations betVVeen chronological age, intelligence quotients, and pre- V . 0 I I 0 I long dr1v1ng experience categories, respectively, and the fi . . nal criteria. 76 77 Comparisons of Driving Knowledge and Driving Attitude Pre-Test Scores Between and Within the Experimental and Control Groups This section contains the findings resulting from statistically comparing mean group scores in general driving knowledge, specific driving knowledge, and driving attitude test scores administered before the simulator and/or range instruction. These findings are contained in Tables 13 through 17. General Driving Knowledge Pre- gest Scores ‘ In Table 13 are contained the differences in mean germeral driving knowledge test scores and the levels of sig— nifiicance of these differences on the Sportsmanlike Driving Final Examination administered before the range and/or simu- lator instruction. Table 13 shows that: l. The control boys had a 2.41 higher mean general driving knowledge score than the control girls, sig- nificant at the .05 level. 2. The difference of more than one score point in general driving knowledge between the experimental and control groups was not significant at the .05 level, thus the null hypothesis must be retained. 33- The null hypotheses were also retained for the measured differences between all other groups. 78 um3oH Ho Hw>ma mo. um ompmoHUCH ouoom came uwnmflm u coauomuflo oflpmu HMUfluflHo may mo oocmoHMHcmHm mo Hm>oq n mucwEEou Gavan HMUHuHHU n mo mmuoom cmoE mo oocmuwMMfip mo Houuw Gunpcmum u pEmm mmuoom :moE mo wocmHmMMHQ u U2 Umummsoo mmooum CHLUHB mucmpsum mo HwnEdz u z "Nam .Aaamuumcov mo.* N .coo.pcm H .cou pamoflmacmum uoz m¢.H NN.H Hm.H we pcmuamgcmflm uoz ~m.a mm.H mm.a an m .xm new H .xm pcmoflmwcmflm uoz mm.a mm.a Hw.a mm- whom .coo cam whom .xm ucmoHMHcmam poz mm. FH.H mm. mm manna .aoo new mango .xm msom .coo Hm>mq mo. um unmogmacmam mm.H N~.H H¢.m we mmom .qoo cam mango .coo pcmoamacmam poz mH.H em.a mv.H an whom .xm new mauaw .xm ucmoamucmflm uoz mm.a mm. ma.a mma Houpcoo cam HmucweHHmmxm coauumnfln mucmEEoo MU team 62 z UonmEOU masonw .mOHumu HMUHuflHU mo .1 mummu =u= kn pmuommme mm mmsoum Houucoo 0cm Hmucmeflummxm wzu CH£UH3 pom cmm3umn mmuoom ummuumnm AmcH>HuQ mxHH IcmEmuHommv memHSOCM mafi>flup Hmnmcwm cmmE CH mmocmHmMMHp wsu mo mUGMUHMHcmHm .ma manna 79 Specific Driving Knowledge Pre—Test Scores Table 14 contains the differences in mean specific driving knowledge test scores and the levels of significance of these differences on Part I of the George Washington Uni— versity Final Examination administered before the range and/ or simulator instruction. Table 14 shows that: l. v The control boys outscored the control girls by 3.49 points in specific driving knowledge, significant at the .01 level. The slight difference of less than one score point in specific driving knowledge between the experi— mental and control groups was not significant at the .05 level, thus the null hypothesis must be retained. The differences between all other groups were not significant at the .05 level so the null hypotheses for these groups were also retained. Table 15 shows the following differences in mean specific driving knowledge test scores and the levels of sig— nificance of these differences on Part II of the George washington University Final Examination administered before the range and/or simulator instruction: 1. The control boys had a 2.91 higher mean specific driving knowledge score than the control girls, sig- nificant at the .05 level. The mean difference of less than one score point in specific driving knowledge between the experimental 80 umZoH no Hw>wH mo. um pmumoHpCH muoom cmmE Hocmflm n coHuomHHQ 0Humu Hmoflufluo gnu mo mocmoHMHcmHm mo Hm>mq n mucmEEov Oflumu HMUHDHHU n m0 wmuoom some mo mocwquMHp mo Houuw Unmpcmum n pamm mmuoom cme mo mocmHmMMHn N US pmummeoo mmsoum CHSuflB mucwpspm mo quEsz n z ”WMM .AHHmuuwcov mo.. ucmonHcmHm uoz mm. mH.H mm. mm m .coo can H .coo unmoHMHcmHm uoz mm. mH.H mm. as m .xm cam H .xm unmonHcmHm uoz OH.H NN.H em.H ma msom .coo cam msom .xm pamUHuHcmHm uoz mm. Ho.H mm. mm mHuHo .coo cam mHun .xm mmom .cou Hm>mu Ho. um ucmonHcmHm vH.m HH.H me.m me whom .coo cam mHuHo .coo pcmoHuHcmHm uoz mm.H «H.H mm.H an whom .xm cam mHuHo .xm ucmoHMHcme #02 me. Nm. mm. mmH Houpcoo cam HmucmeHummxm cofluowufln mucmEEoo mo 68mm 62 z pwummfioo masonw .moflumu HMUHHHHU m0 * mummy =u= >3 pmusmmme mm museum Houucoo paw Hopcmeflummxw gnu casufl3 pom cmm3um£ mmuoom ammulmum AH unmml.>HCD coumcHSmmk wmuoowv wmpwHBOCM mafi>fiup oamaommm some Ca mmocmuwmwflp on» we mocmoHMHcmHm .VH magma 81 HoBOH no Hw>mH mo. um pmumoHUCH wnoom cmoE HmsmHm n coHuowHHQ oHumu HmoHuHHo gnu mo mUCMUHchmHm mo Hw>mq u mpcmEEoo OHDMH HMUHDHHU u mu mmuoow some mo wocmuwMMHp mo Houuw pumccmum u UEmm mmhoom :mmE mo wocwummmwn u p: pmummEoo masonm cflnuHB mucwpsum mo HwQEsz n z ume .AHHmu-mcoV mo.. ucmoHMHcmHm uoz mH.H Hm.H we.H ma m .coo cam H .coo unmoHMHcmHm #02 Ho. oH.H He. be m .xm gem H .xm unmoHMHcmHm “oz oH.H mm.H mm.H ma whom .coo new msom .xm pamUHMHcon “oz mo. mo.H mo. mm mHuHo .coo cam mHnHw .xm mmom .coo Hm>mq mo. um unmoflMflcmHm mm.m vN.H Hm.m mm whom .200 com mauflw .coo uchHMHamHm poz mH.H pH.H mm.H he mmom .xm cam mHun .xm pamUHMHcmHm uoz mm. am. ma. mmH Houucoo cam HmucmeHummxm coauuwufin mucmEEoo mo pamm US 2 pwummeoo mmsouo .mOHumu HMUHuHHo mo amummu :u: >9 pomsmmwfi mm museum Houucoo 0cm Hmucmaaummxw may awnufl3 paw cmmzumn mmuoom ummunmum AHH unmmn.>flcb coumcanmmz mmuowov ompma3ocx mcfl>flup UHMHUmmm cmoE CH mmocmHmMMHp on» mo mUCMUHMHcmflm .mH magma 3. 82 and control groups was not significant at the .05 level, so the null hypothesis was retained. The null hypothesis was retained for all other groups. DrivingiAttitude Pre-Test Scores Table 16 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 the range and/or simulator instruction. Table 16 shows that: l. The experimental girls had a 5.12 lower driving atti- tude score than the experimental boys, significant at the .01 level. This indicates that the girls would have somewhat better attitudes than the boys. The control girls had a 3.87 lower driving attitude score than the control boys, significant at the .05 level. The second control group had a 4.25 lower driving attitude score than the first control group, signifi— cant at the .01 level. The null hypothesis was retained for the difference measured between the experimental and control groups, as it was not sufficiently large to be significant at the .05 level. The null hypothesis was also retained for all remain— ing groups. 83 HoBOH no Hm>mH mo. um UmumoHUCH muoom cmmE Hwnmflm u cofluomufla OHUMH Hmoflpfluo msu mo mocwoflMflcmHm mo Hw>wq n mucmEEOU oaumu HMUflpflHU u mo mmuoom came mo mucmHmMMHp mo Hounm pumpcmum u pemm mwuoom cme m0 mocmHGMMHn u 02 pmeQEoo mmsoum casuHB mucwpdum mo HmQESZ n z "Mum .AHHmuumcov mo.: m .cou Hm>mq Ho. um uchHMHcmHm oo.~ 00.H m~.¢ mu m .coo.ccm H .cou ucmoHMHcmHm uoz om. Hm.H mn.H an m .xm cam H .xm ucmoHuHcmHm uoz mo. «H.m mH. me mmom .coo cam mmom .xm ucmoHMHcmHm uoz mm. om.H no.H mm mHuHo .coo cam mHun .xm mHuHU .cou Hm>wq mo. um acmoHMHcmHm wN.N mn.H hm.m mm whom .cou 0cm mHHflw .coo mHun .xm Hm>mq Ho. um namUHuHamHm om.~ ha.H NH.m an mmom .xm can mHuHo .xm pamoHMHcmHm noz Ha. GN.H mm. mmH Houucou can HmucmeHuwmxm COHuomHHQ mucwEEoo mo beam 62 z pmummeoo mmsouw uwmplwum Accmzv opsufluum mCH>HHp some ca mmocwuwMMHp can no wogmoHMHcmHm .mOHumn HMUHuHHU mo «mummy :u: an pmHSmmmE mm mmsoum Houucoo pcm Hmucwfifluwmxw man cflnuw3 paw cww3umn mwuoom .QH wHQwB 84 In Table 17 are contained the differences in mean driving attitude test scores and the levels of significance of these differences on the Siebrecht Attitude Scale adminis- tered before the range and/or simulator instruction. Table 17 shows that: 1. There was a difference of more than two score points in driving attitude between the experimental and con— trol groups, but this difference was not significant at the .05 level. 2. The differences between all other groups were not significant at the .05 level so the null hypotheses pertaining to these groups were retained. Comparisons of Driving Knowledge, Driving Attitude, Range Skill Tests, and Simulator Driving Test Mid—Test Scores Between and Within the Experimental and Control Groups In this section are presented the findings resulting from statistically comparing mean group scores in general driving knowledge, specific driving knowledge, driving atti— tude, range skill tests, and simulator driving test adminis- tered between the range and/or simulator instruction and the on-the—street instruction. These findings are shown in Tables 18 through 28. 85 ntOH no Hm>mH mo. um pwnmoflpcfl mnoom cmmE nmsmnm u COnuownHQ OHumn Hmonunnu mnn mo wocmoflmncmflm mo Hw>wq n mucwEEoo Onumn Hmonunno n mo monoom cmmE wo mucmnwmmnp mo nonnm pnmpcmum u pEmm monoom cmme mo wocmnomwfln u US pmnmmEoo masonm CH£HH3 mucmpsum mo anEdz u z uwmx .anmn|mcov mo.: ncmoHanmHm noz mo. He.H mH.H m» m .cou.ucm H .cou ncmunnncmnm uoz on. mm.H mm.H an m nxm ccm H .xm nchHnncmHm uoz em.H mo.~ mm.m ma mnom .aou cam mnom .xm nchHanmnm uoz om. oa.H Hm. mm mHnno .cou new mHnnw .xm ncmunanmHm uoz mo. ma.H mo. ma mnom .coo new mHnHw .cou unmannncmnm uoz ¢G.H Ho.m mm.m an whom .xm cam mHnnw .xm ncmoHanmHm uoz am.H mm.H ao.~ mmH Honucoo can HancmeHnmmxm COnuomnHQ mucmEEoo mu pfimw p: z pmnmmfioo masono .mOnnmn HmoHano no *mnmmn =u= ma pmnsmmms mm masonm Honncoo paw Hmucmeflnmmxm gnu CHQHH3 paw :mequ monoum ummUIwnm Aunomnnmflmv opsuauum mCfl>nnp cmmE CH mwocmanMHp may no mUCMUHMflcmHm .hH wHQMB 86 General Driving Knowledge Mid— Test Scores Table 18 contains the differences in mean general driving knowledge scores and the levels of significance of these differences on the Sportsmanlike Driving Final Exami— nation administered between the range and/or simulator in- struction and the on-the-street instruction. Table 18 shows that: 1. The slight difference of less than one score point in general driving knowledge between the experi- mental and control groups was not significant at the .05 level, thus the null hypothesis must be retained. 2. The null hypothesis was also retained for all other groups. Specific Driving Knowledge Mid- Test Scores In Table 19 are contained the differences in mean specific driving knowledge scores and the levels of signifi- cance of these differences on Part I of the George Washington University Final Examination administered between the range and/or simulator instruction and the on-the-street in— struction. Table 19 shows that: 1. The slight mean difference of less than one score point in specific driving knowledge between the experimental and control groups was not significant at the .05 level, so the null hypothesis was retained. 87 noBoH no Ho>wH mo. um topmoHpCH wnoum :me nonmnm u conuownnn oHumn Hmonnnnu on» mo oucmoHMHcme mo Hm>wq u mucwEEou onnmn HmoHano u mo monoom smog mo wocmanMHp mo nonnm pnMUCMpm u pemm monoom cmmE mo mocmnwwmaa u US pmnmmaoo masonm CHQUHB mucmpsum mo anEdz Z Q E .anmnumcov mo.. ncmunnncmnm noz em. mH.H em.H ma N .cou new H .cou ncmonnncmnm uoz oo. oH.H mH.H an N .xm cam H .xm unmannncmnm noz HH. mm.H «H. ma mnom .200 can mnom .xm ncmonnncmnm noz mm. no.H om. mm mHnHo .coo cam mHnHo .xm ncmonnncmnm noz Ho. m~.H mm.H ma mnom .cou new mHnHo .coo ncmoHnncmnm noz om. mH.H no.H an mnom .xm cam mHnHo .xm ncmonnncmnm noz mm. mm. Hm. mmH Honucou cam HmucweHnmmxm coauuwnfin mucwEEou mo team Us 2 pwnmmeoo masono .moHumn Hmonunno mo k. mummy :u: an pondmme mm masonm Honucoo pcm Hmucmeflnomxw may annunz tam cowBuwQ monoom ummnlpHE Amcn>flna mxna Iszmunommv ompmHBOCx mcfl>nnp Hmnocwm came CH mmocwn0MMHp gnu mo mocmoflwflcmnm .mH magma 88 noBoH no Hw>wH mo. um pmumonpcn mnoom cme nmfimnm H coHuownHQ oHnmn Hmonnnno wru mo mocmonmncmnm mo Hm>wq u mucmEEoo onumn Hmonuflno n mo monoom cme mo mocmnwwwflp mo nonnm pnmpcmum n 06mm monoow cmmE mo mocmnwmmnn u p: pmnmmeoo masonm GflSUHS mucmpsum mo nmnESZ n z "WMM .AHHmnnmcov mo.* ncmonnncmnm noz mm. mH.H mm. we m .coo new H .coo ncmonnncmnm noz mm. mm.H No.H an m .xm can n .xm ncmonnncmnm uoz mo. ev.H mo. me mnom .coo cam mnom .xm ncmonnncmnm noz Hv. om. am. mm mHnHw .coo cam mHnnw .xm ncmonnncmnm noz NH. mH.H 4H. we mnom .cou cam mHnnu .coo ncmonnncmnm noz em. mN.H me. an mnom .xm cam mHnHu .xm unmoflmncmflm uoz mm. mm. mm. mmH Honucoo paw HmucmEHnmmxm cofluownnn mucmEEoo m0 team 62 z pmnmmeoo masonw .mOHumn Haganflno mo amummu =u: mg ownsmwmfi mm masonm Honucoo pcm Hmucmeflnmmxm on» annun3 paw cmmBqu monoom ummUIpHE AH unmml.>HcD coumcnnmmz mmnooov mmpwHBch man>nnp onmnommm cmms CH mmocmnommnp may no mocmoHMHcmflm .mH mHQmB 89 2. The null hypothesis was also retained for all other differences between groups. Table 20 contains the following differences in mean spenzific driving knowledge scores and the levels of signifi— caruze of these differences on Part II of the George Washington Unixzearsity Final Examination administered between the range andb/c3r simulator instruction and the on-the-street inst:1ruction: 1.. The slight difference of less than one score point between the experimental and control groups was not significant at the .05 level, thus the null hypothe— sis was retained. 33 . The null hypothesis was also retained for all other differences between groups. Dr~‘ - .._£££Ez;g:ng Attitude Mid-Test Scores In Table 21 are contained the differences in mean :éI?jLn"’ilng attitude scores and the levels of significance of 11% Se differences on the Mann Personal Attitude Survey ad— hlhistered between the range and/or simulator instruction aha the on—the-street instruction. Table 21 shows that: .1. The control girls had a 5.48 lower mean driving atti— tude score than the control boys, significant at the .01 level. .2. The second control group had a 4.06 lower mean driving attitude score than the first control group, significant at the .05 level. 9O nm3oH no Hm>mH mo. pm topmonpcn mnoom :me nonmnm u connomnnn onpmn Hmonunno gnu mo mocmonmncmflm mo Hm>mq u mucoEEoo 0Humn HMOHUflnU u mu monoom cmmE mo mocwnmmmnp mo nonnm pnmtcmum n team monoom came mo wocwnmmmwn u p: ponmmeou masonm unann3 mucopsum mo noQEsz n z "Max .AHHmnumcov no.4 ncmunnncmnm noz mm. am.H am. we m .coo cam H .cou namoHMHcmHm noz He. o¢.H mm. an m .xm wan H .xm unmannncmnm #02 mm. ma.H mo. ma mnom .coo cam mnom .xm ncmoHanmHm noz NH.H mH.H mm.H mm mHnno .coo cam mHnHo .xm ncmonanmHm noz mH. 00.H Hm. ma mnom .cou mam mHnHu .coo ncmunnncmnm noz mH.H mm.H mo.H an mnom .xm cam mHnHo .xm ncmoHanmHm uoz mm. vo.H mm. mmH Honucou cam HmncmeHnmmxm conuumnnn mucwEEoo mo team 62 z Umnmmeou masonw .monnmn Hoganflno mo «mummy =u= an consumme mm masonm Honucoo 6cm HmucmEHnwmxm may annun3 paw cmoBqu monoom ummuanE AHH unmm|.>ncb aonmcwnmmz monomov mmpwa3ocx mcfl>nnp UHMHommm came :a mmocmnmmwflp gnu mo mogmofimwcmwm .om memn 91 noBoH no Hm>wH mo. um topmonch wnoom gmmE nonmnm u acnuownnn oHumn Hmonunno on» no mocmonmncmnm mo Hw>mq u mncmEEou onumn Hmonunno u an monoom cmmE mo mocwnwmmnp mo nonnw pnmocmum u pamm monoom cme mo mocmnmwmnn u p: pmnmmEoo masonm annunS mucmpsum no nonfisz n z "Max .AHHmnumcov no.4 m .cou Hw>mq mo. um unmannncmHm mH.m mm.H no.4 me ~ .cou cam H .coo namoHanmHm noz mm. am.H mm. an m .xm cam H .xm ucmonmncmflm uoz hm. mo.N om.H mm whom .cou paw whom .xm ncmoHanmnm noz Hm. mm.H He. mm mHnHw .coo cam mHnHw .xm mHnHU .coo Ho>wq Ho. um ucmoHMHcmnm mm.m om.H mv.m mm whom .cou paw mHnHU .coo ncmoHanmHm uoz mk.H am.H Hm.~ an mnom .xm new mHnHw .xm unmonmncmnm uoz 0v. mm.H mm. mma Honucoo paw Hmucmfinnmmxm coauomnflm mucmEEoo mo team p: z pmnmmeoo masono amounpne Accmzv mpsununm mcn>nn© :mmE an mmocmanMHp gnu mo mocmoflMflcmfim .moHnmn HmoHano no «mummy =u= ma consumme mm masonm Honucoo paw HmucmEHnmmxm on» CHQHH3 paw Cmm3umn monoum .HN magma 92 3. The slight difference of less than one score point in driving attitude between the experimental and control groups was not significant at the .05 level so the null hypothesis was retained. 4. The null hypothesis was also retained for the differ- ences between all other groups. Table 22 contains the differences in mean driving attitude and the levels of significance of these differences on the Siebrecht Attitude Scale administered between the range and/or simulator instruction and the on-the-street in- struction. Table 22 shows that: l. The difference of less than one score point between the experimental and control groups in driving atti— tude was not significant at the .05 level, so the null hypothesis was retained. 2. The null hypotheses with respect to differences be- tween all other groups were retained. Range Skill Tests Table 23 contains the differences in mean driving skill and the levels of significance of these differences on the Range Skill Tests administered between the range and/or simulator instruction and the on—the-street instruction. Table 23 shows that: l. The control group had a 15.22 higher mean driving skill test score than the experimental group, sig— nificant at the .001 level. 93 nmon no Hm>mH mo. um topmonpcn mnoom :mmE nonmnm u cOHuownnO oHumn Hmonunno man no mocmonwncmnm mo Hm>wq u mucmEEoo Gnumn Hmonunno n m0 monoom cmmE mo mocwnmmmnp mo nonnw pnmpcmum u pEmm wmnoom came mo woconmmmnn n p: pmnmmEoo masonm unanHB mucmpsum mo nonesz u z ”Max .nHHmnumcov mo.* ncmunnncmnm uoz mm. ma.H m¢.H ma N .coo cam H .coo unmannncmnm noz mm. mm.H mm. an N .xm cam H .xm ncmoHanmHm noz me. om.H as. me mnom .cou cam whom .xm ncmoHanmHm uoz mo. av.H 00.H Nm mHnHw .cou cam mHnHw .xm namoHnncmHm noz Ha. ah.H mo.m ma mnom .coo wcm mHnHw .coo ncmonnncmnm noz am. om.H om.N an mnom .xm cam mHnHw .xm ncmonnncmnm noz «a. mH.H am. mmH Honncoo can Hangmannmmxm coauomnfln mucmEEoo mo team US 2 pwnmmEOU masonw .monnmn Hmonunnu no :mnmmn =n= >9 penummme mm masonm Honucoo cam kugmefinmmxm man ansufl3 0cm :mm3nmn monoom ummuupne Aunumnnmnmv mpsunuum mcn>nnp cmmE an mmocmanMHp man no GUCMUNMHcmflm .NN manna 94 ntOH no Hw>wH mo. um topmonpcn onoom cme nonmnm n coHuomnno Onnmn Hmonnnno wsu mo mocmonmncmnm mo Hw>mq u mucmEEou Onumn Hmonpnno n mo monoom cme mo mocwnmmmnp mo nonnm onwpcmum u pamm monoom cmwa mo wocwnoMMHn n v: pmnmmeoo masonm gnaun3 mucwpsnm mo nonesz n z uwmx .nnnmu-mqov mo.. N .coo Hw>mn Hoo. um ucmonnncmnm mm.m H¢.N ma.m an N .coo new H .coo N .xm Hm>mn Hoo. nm ncmunanmnm mm.m om.m mo.NH an N .xm cam H .xm mnom .coo Hm>on Hoo. pm ncmoHanmHm mH.v HN.N mN.mH mp mnom .coo cam mnom .xm mHnnw .coo Hm>mq Hoo. um unmannncmnm am.¢ m¢.m mm.oH Hm mHnno .coo cam mHnHu .xm ucmonnncmnm noz mm. Na.N NG.N an mnom .aoo cam mHnHo .coo ncmoHnncmnm noz mo.H mm.m Hm.m an mnom .xm new mHnHo .xm Honncou Hm>mq Hoo. um ucmonnncmnm NN.m Nv.N NN.mH me Honncoo cam HmncmeHnmmxm conuomnfln mucmEEou mo pamm p: z pwnmmfioo masonw IUHE Amumma HHme wmcmmv Hanxm mafi>nnp came an mwocwanMNp may no mocmoflmwcmflm .moHumn HMUHanU mo amnmmu :9: >9 UmnSmmmE mm masonm Honucoo paw HmncmEHnmmxw on» unsuHB paw cwm3umn monoom uwou .NN 3&2. 95 2. The control girls outscored the experimental girls by 16.89 points in driving skill, significant at the .001 level. 3. The control boys exceeded the experimental boys by 13.25 points in driving skill, significant at the .001 level. I 4. The second experimental group outscored the first group in driving skill by 12.69 points, significant at the .001 level. 5. The second control group exceeded the first group in driving skill by 8.79 points, significant at the .001 level. 6. The null hypotheses with respect to the differences between the experimental girls and boys, and between the control girls and boys were retained. Simulator Driving Test Table 24 contains the differences in mean driving skill and the levels of significance of these differences on the Simulator Driving Test administered between the range and/or simulator instruction and the on-the-street in— struction. The writer also broke this test down into the four types of errors contained within the test. These errors were with respect to speed, braking, steering, and signalling. Tables 25 through 28 contain the differences and the levels of significance of these differences. Table 24 which con— taicns the total driving errors on the Simulator Driving Test 96 ntOH no Hw>mH mo. um pmuMUHch mnoom cmmE nonmnm n COHuownHQ onumn Hmonnnno mzu mo mocmonmncmflm mo Hm>mq u mucmEEov onumn Hmowunno n mu monoom cmmE wo wocmnwwmnp mo nonnw pnmpgmnm u pEmm monoom cmmE mo mucmnmmmnn u p: pmnmmeoo masonm CHSuHB mucwpsum m0 an652 N Z "wax .anmnnmcov mo.« ncmonnncmnm noz mo.H mo.N ak.N an N .coo 6cm H .coo ncmonnncmnm noz om. mw.m Ne.H an N .xm 6cm H .xm ncmonmncmHm noz mm. No.N aN.N ma mnom .cou cam mnom .xm ncmoHanmHm noz N6. 6H.m am.H Hm mHnnw .coo 6cm mHnnw .xm ncmoHnncmnm uoz mm.H v¢.N Nm.v an mnom .coo 6cm mHnHo .coo ncmoHnncmHm noz mo. mm.m Hm. an mnom .xm cam mHnnw .xm ncmonnncmnm uoz No. NH.N mo. emH Honuaoo 6cm Hangmannmmxm gonnomnnn mucmEEou mo pemm 02 z ponmmeoo undone .mOflumn HMUHUHnU mo amummu :u: an pmnsmMmE mm masonm Honucoo paw HmncoEHnmmxm on» annnfl3 new cmw3uwn monoom umwulpfla Anmma mcn>nnn nouMHsEHmv HHme man>nnp :me CH mwocwnwmwnp on» no mocmoflwncmflm .vm manna 97 administered after the range and/or simulator instruction and before the on—the-street instruction shows that: l. The slight difference between the experimental and control groups on the simulator driving test was not significant at the .05 level, so the null hypothesis was retained. 2. The null hypotheses with respect to differences be- tween all other groups were also retained. Table 25 which contains the driving errors with re— spect to speed shows that: l. The experimental girls had a 1.20 lower mean score in errors with respect to speed on the simulator driving test than the experimental boys, significant at the .05 level. 2. The second experimental group had a 1.51 lower mean score in errors with respect to speed on the simu- lator driving test than the first group, significant at the .05 level. 3. The measured difference between the experimental and control groups in errors with respect to speed on the simulator driving test was not significant. 4. The differences between all other groups were not significant. Table 26 which contains the driving errors with re— Spect to braking shows that: l. The first control group had a 3.92 lower mean score in braking errors on the simulator driving test than 98 nm3oH no Hw>wH mo. nm topmonpcn mnoom cmoE nmzmnm u coauomnnn OHumn Hmonunno on» no GUCMOHMHcmflm mo Hm>wq u mncmEEou Onumn Hmonufinu n mo wmnoom cme mo mocmnmmmnp mo nonnw pnmpcmuw u psmm monoom cme mo wocmnmmmnn u p: pmnmmeoo masonm CHQuHB mucmpsum Mo nonesz u z "Nam .AHHmnumcov mo.: namUHanmHm noz Ho.H an. we. an N .cou cam H .coo N .xm Hm>mn mo. nm ncmoHnncmHm mm.N mm. Hm.H an N .xm cam H .xm ncmonnncmHm uoz mo.H mm. H6. me mnom .coo ecm.mnom .xm unmonmncmnm #02 we. vb. em. Hm manna .coo paw mHnHw .xm namonnncmnm noz mm. Ha. mN. an mnom .coo 6cm mHnnw .coo mHnnw .xm Hm>mq mo. um nchHanmnm am.H H6. ON.H an mnom .xm 6cm mHnno .xm unmonmncwnm uoz Hm. we. 0H. «ma Honucoo pcm Hmucmeflnwmxm cofluomnfla mucmEEOO m0 05mm U2 2 Ownmmfioo mQDOHG .onumn HMUfluwno mo «mummy =u: ma penummwfi mm masonm Honucoo pcm kucmEnnomxm on» canufi3 paw gow3umn monoom ammulpne Apmmmm Inmma mcn>nnn nouMHssnmv HHme mcn>nnp cmoe an mwocwnmmmnp gnu no mogmoHMHcmnm .mm mHnt 99 nm3OH no Hw>mH mo. um powwonpcn wnoow cmmE nmzmnm u cofluownnn onumn Hmonunno map mo mocmuawflcmwm mo Hw>wq n wucmEEoo Onnmn HMUHano H MD monoom cmmE mo mocwanMfip mo nonnw pnmpcmum u pfimm monoom cmmE mo mucmnwmmna N US Umnmmeoo masonm casuHB mucmpsum mo nonfidz u z "wax .AHHmnamcov mo.* H .coo Hm>mq mo. um ncmonnncmnm mN.N Nn.H Nm.m an N .cou,ccm H .coo ncmoHanmHm “oz N6.H em.N NN.4 an N .xm cam H .xm ncmonnncmnm noz mm.H mm.H mm.N me mnom .coo 6cm mnom .xm ncmoHanmnm uoz as. mN.N mo.H Hm mHnno .coo 6cm mHnHo .xm ncmonnncmnm noz mH.H mm.H am.H an mnom .cou can mHnno .coo ucmonnncmnm noz Ho. m¢.N No. he mnom .xm new mHnHo .xm ucmonnncmnm noz Hm.H om.H nm.H amH Honncoo new HancmeHnmmxm cofluownnn mucmEEoo mo 05mm 02 z pmnmmsou.mmsonw .moflumn Hmunuflnu mo «mummy =u: an ponsmmme mm masonm Honucoo Ucm HmucmEHnwmxm msu annufl3 paw cmequ monoom ummunpfle Amwxmnm lumma mcfl>flnn nonmasfinmv Hanxm man>nnp cme CH mmocwnwmwwp may no mucmoHMHcmHm .om mHQma 100 the second control group, significant at the .05 level. The measured difference between the experimental and control groups in braking errors on the simulator driving test was not significant. The differences between all other groups were not significant. Table 27 which contains the driving errors with re- spect to steering shows that: l. The difference of over one score point in steering errors on the simulator driving test between the ex- perimental and control groups was not significant. The measured differences for all other groups were not significant. Table 28 which contains the driving errors with re- spect to signalling shows that: l. The experimental girls had a .95 lower mean score than the control girls in signalling errors on the simulator driving test, significant at the .05 level. The measured difference between the experimental and control groups in signalling errors on the simulator driving test was not significant. There were no other significant differences between the remaining groups. lOl ntOH no Hm>w9 mo. um pwumonpcn mnoom cme nm9mnm u conuomnfln onumn Hmununno m9» m0 mocmonmncmnm mo Hm>m9 u mucmEEou onumn Hmunnnno u mo monoom came mo ooconmmwnp mo nonno pnmpcmum u team monoum name no mocmnwmmnn u p: pmnmmeou masonm cannHB mucwpsum no nm9Edz u z "Max .AHnmnumcov mo.: ucmoHnncmnm uoz H¢.H m¢.H Ho.N an N .coo can H .coo ncmonnncmnm uoz mm. Nm.H om. an N .xm 6cm H .xm ncmunnncmnm noz we. NN.H em. ms mnom .coo cam mnom .xm namoHanmHm noz vH.H 6m.H ma.H Hm mHnHo .coo cam mHnHo .xm ncmonnncmnm noz om.H o¢.H am.N an mnom .coo cam mHnHo .cou ncmonnncmnm noz mm. mm.H OH.H an mnom .xm 6cm mHnnw .xm ncmonnncmnm noz 6H.H Ho.H aH.H me Honncoo cam HmncweHnmmxm coauumnnn mucmEEou mo team 02 z pmnmmeoo masonw .wOHumn Havanano mo amummu :9: >9 ansmmmfi mm masonm Honucou paw Hmucwfiflnmmxm $99 annufl3 cam cwm39m9 monoum ummulpne Amcnnmoum lumwe mCfl>HnQ noumHSEHmv HHme man>flnp cme an mmocmnGMMflp $99 mo wocmunmncmflm .bm wa9ma 102 n$30H no H$>$H mo. um p$umUHpCH $n00m Cm$E n$9mHm u COHuU$nHQ oHnmn HMUHano $99 90 $0C$$HMHCmHm mo H$>$9 n muC$EEoo OHumn HMUHanU n mo m$noom CM$E mo $$C$n$NMHp mo nonn$ pnmpCmum n pEmm m$noum CM$E mo $$C$n$MMHQ n p: p$nmmeoo masonm CH99H3 muC$anm mo n$9Edz u z «Max .nnnmu-mcov mo.. namUHanmHm uoz NN. Hv. mo. an N .coo cam H .coo ncmonnncmnm noz mm. em. mm. as N .xm cam H .xm ncmoHanmHm uoz HN. me. mH. NH mnom .coo cam mnom .xm mHnHo .xm Hw>mq mo. um ncmoHanmHm No.N He. mm. Hm mHnH$ .cou cam mHnHu .xm ucmunanmHm noz N¢.H ow. am. an mnom .cou 6cm mHnno .cou ucmoHnHCmHm noz we. «m. mN. he mnom .xm 6cm mHnHo .xm ncmoHanmHm noz mm.H 4m. 6m. amH Honucoo cam HancmeHnmme C0H9$$nHQ $9C$EEOU mo pamm p: z p$n$mEou masonw .moHumn HmoHano mo amuw$u :9: >9 U$nCmM$E mm masonm Honucoo pCm H$9C$EHn$mx$ $99 CH99H3 UCm C$$3u$9 m$noom um$uIUHE AmHMCmHm Cnselum$B mCH>HnQ nOHMHCEHmV HHme mCH>HnU CM$E CH m$$C$n$mep $99 mo $0Cm$HMHCmHm .mm $H9$B 103 Comparisons of Driving Knowledge, Driving Attitude, and Road Test Post—Test Scores Between and Within the Experimental and Control Groups In this section are presented the findings resulting from statistically comparing mean group scores in general driving knowledge, specific driving knowledge, driving atti- tude, and the final road test administered after completion of the on—the—street instruction. These findings are shown in Tables 29 through 36. General Driving Knowledge Post- Test Scores In Table 29 are contained the differences in mean general driving knowledge test scores and the levels of sig- nificance of these differences on the Sportsmanlike Driving Final Examination administered after the on-the—street in— struction. Table 29 shows that: l. The null hypothesis with respect to the difference in general driving knowledge between the experimental and control groups was retained as the measured difference was not sufficiently large to be signifi- cant at the .05 level. 2. The null hypotheses with respect to the differences between all remaining groups were also retained. .- oun— 104 n$3oH no H$>$H mo. 9m ©$9moHpCH $noum CM$E n$9mHm u C0H9$$nHQ 0H9mn Hm0H9Hn$ $99 no $0C$0HMHCmHm mo H$>$q u m9C$EEoo 0H9mn Hm0H9HnU u mo m$noom C$$E mo $$C$n$MMHp mo nonn$ pnmpC$9m n team m$noom CM$E mo $$C$n$MMH9 u p: p$n$meoo masonm CH99H3 m9C$pC9m mo n$9ECz u z "wax .AHHmnumcov mo.. namoHanmnm 902 HH. mH.H «m.H ma N .coo 6cm H .coo ucmonnnamnm noz an. mm.H wo.H an N .xm 6cm H .xm ucmoHanmHm noz mo. H¢.H mm. mm mnom .coo cam mnom .xm ucmoHanmHm noz mH. NH.H HH. Nm mHnH$ .coo cam mHnHo .xm ncmoHanmHm noz mH. 4N.H NN. ma mnom .cou new mHnH$ .coo ncmoHanmHm uoz mm. mm.H mm.H Ha mnom .xm cam mHnH$ .xm uchHanmHm noz mm. mm. mm. mmH Honuaou 6cm HancmeHnmmxm CoH9o$an m9C$EEoo mo CEMm p: z U$n$mEoo masonw .m0H9mn Hm0H9Hno mo am9w$9 :9: >9 p$nsm$$E mm masonm Hon9co$ pCm HM9C$EHn$Qx$ $99 CH99H3 pCm C$$39$9 m$noom 9m$9n9mom AmCH>HnQ $9HH ICMEm9nommv $mp$H30Cx mCH>an H$n$C$m CC$E CH m$oC$n$99Hp $99 no $UCMUHMHCmHm .mm $H9m9 105 Specific Driving Knowledge Post—Test Scores Table 30 contains the differences in mean specific driving knowledge test scores and the levels of significance of these differences on Part I of the George Washington Uni- versity Final Examination administered after the on—the— street instruction. Table 30 shows that: l. The null hypothesis with respect to the difference between the experimental and control groups in spe— cific driving knowledge was retained. The differences between all other groups were not significant so the null hypotheses with respect to these groups were also retained. Table 31 contains the differences in mean specific driving knowledge test scores and the levels of significance of these differences on Part II of the George Washington Uni— versity Final Examination administered after the on—the- street instruction. Table 31 shows that: l. The difference of less than one score point between the experimental and control groups in specific driving knowledge was not significant at the .05 level, so the null hypothesis must be retained. The null hypothesis was also retained for the differ- ences between all other groups. 106 n$30H no H$>$H mo. 9m p$9moHpCH $noom Cm$E n$9mHm u CoH9o$nHQ oH9$n Hm0H9Hno $99 no $0C$$HMHcmHm mo H$>$9 u m9C$EEOU 0H9mn Hm$H9HnU u mo m$noom CM$E mo $UC$n$MMHp mo nonn$ UnmpCM9m u beam m$noom CM$E mo $$C$n$99Hn u p: p$nmmeoo masonm CH99H3 m9C$pC9m mo n$9ECz n Z "Max .AHHmnumcov mo.: nomunnnoon uoz oo. Hm.H oo. on N .cou ocm H .cou ncmoHanon noz oo. mm.H oo.H as N .xm ocm H .xm nchHanon 902 no. oH.H mH. NH mmom .coo ocm m>om .xm ncmunnnoon 902 km. om. No. No mHnHo .ooo com mHnHo .xm nomoHnHoon noz mo. oo.H No. on mnom .cou ocm mHnHo .coo nomonnnoon noz Ho. mm.H No. on mnom .xm ocm mHnHw .xm nchHanmHm noz «N. om. MN. mmH Honnaoo ocm HmncmEHnmmxm CoH9U$an m9C$EEoo m0 team p: z U$nmmeou masonw .m0H9mn Hm0H9HnU mo «m9m$9 :9: >9 p$nCmM$E mm masonm Hon9COU UCm HC9C$EHn$Qx$ $99 CH99H3 pCm C$$39$9 $$no$m 9m$9l9mom AH 9nmmu.>HCD C09mCH9mm3 $mn0$0v $mU$H30Cx mCH>an UHMHU$Q$ CM$E CH m$oC$n$99H© $99 no $QC$UH9HCmHm .om $H9$B 107 n$BOH no H$>$H mo. 9m p$9moHpCH $noum CM$E n$9mHm n C0H9$$nHQ oH9mn Hm0H9HnU $99 no $0C$$HMHCme mo H$>$9 u m9C$EEoo 0H9mn Hm0H9HnU u mo m$noom C$$E mo $$C$n$mep mo nonn$ pnmpCM9m u pEmm m$noom CC$E mo $oC$n$99HQ u p: p$nmmEoo masonm CH99H3 m9C$pC9m mo n$9ECz u Z "Nam .AHHmnumooo mo.* nomonnnconm.noz mo.H No.H Nm.H on N .cou.ocm H .coo nomoHnHoon uoz mN. Hm.H mm. an N .xm ocm H .xm. 9Cm$HMHcmHm 9oz mo.H mh.H om.H mo m>om .Cou pCm m>om .xm nomonnncon noz NH. oH.H No. No mHnno .ooo ocm mHnHo .xm nomonnnconm 902 me. mo.H NH. we mnom .cou ocm mHnHo .ooo ncmonnnconm noz Hm.H Ho.H Ho.N NH mnom .xm ocm mHnHo .xm nomoHanon 902 we. mo.H mo. mmH Honncoo oom HmncmaHnmmxm C0H9o$nHQ m9C$EEOU mu UEMm Us 2 ©$nmmEoo masonw .moH9mn Hm0H9Hn$ m 0 an m9m$9 :9: >9 p$nsmm$E mm masonm Hon9Coo pCm H$9C$EHn$mx$ $99 CH99H3 pCm C$$39$9 m$noum 9m$9l9mom AHH 9nmml.>HCD CO9mCH9mm3 $mno$wv $mp$H3OC9 mCH>an $H9HU$mm C$$E CH m$$C$n$meU $99 no $UC$UHMHCmHm .Hm $H9$B 108 Driving Attitude Post- Test Scores Table 32 contains the differences in mean driving attitude test scores and the levels of significance of these differences on the Mann Personal Attitude Survey administered after the on-the-street instruction. Table 32 shows that: l. The experimental girls had a 4.92 lower mean driving attitude test score than the experimental boys, sig- nificant at the .05 level. The control girls had a 5.51 lower mean driving atti-‘ tude test score than the control boys, significant at the .01 level. The second control group had a 5.02 lower mean driving attitude test score than the first control group, significant at the .05 level. The difference of more than one score point in driving attitude between the experimental and control groups was not significant at the .05 level, thus the null hypothesis must be retained. The null hypotheses with respect to the measured differences between the remaining groups were retained. Table 33 contains the differences in mean driving attitude test scores and the levels of significance of these differences on the Siebrecht Attitude Scale administered afterthe on—the-street instruction. Table 33 shows that: 109 n$30H no H$>$H mo. 9m p$9$$HpCH $noom CM$E n$9mHm n C0H9$$an 0H9mn Hm0H9Hno $99 no $$C$0HMHCmHm mo H$>$9 n m9C$EEOU 0H9mn Hm0H9HnU n mo m$noom Cm$E mo $$C$n$99Hp mo nonn$ UnmpCm9m n pamm m$noom CM$E mo $oC$n$MwH9 N US p$nmmeoo meOnm CH99H3 m9C$pC9m mo n$9ECZ n z ”Mum .nnnmo-mcoo mo.. N .coo Hw>mq mo. no ncmanHcon mo.N No.N No.m mo N .ooo new H .ooo ncmonnnconm noz mo. mo.N HH. on N .xm ocm H .xm nomoHanon noz mN. oo.N Ho. NH mnom .ooo ocm mnom .xm ucmoHanon “oz Ho. Hm.H No. No mHnHo .ooo ocm mHnHw .xm mHnHw .Coo H$>$9 Ho. 9m 9C$$HMHCmHm v®.m mo.m Hm.m mm m>om .COU pCm mHnHw .COU mHnHo .xm Ho>mn mo. om nomunnncmHm om.N Ho.H No.o on mnom .xm com mHnHo .xm 9C$$HchmHm 902 mm. o¢.H hm. me Hon9Coo pCm HM9C$EHn$me C0H9o$nHQ m9C$EEoo m0 05mm p: z ©$nmmeoo masonw 9m$9l9mom ACCMSV $pC9H99m mCH>HnU CM$E CH m$oC$n$99Hp $99 no $0C$UH9HCmHm .m0H9mn H$0H9Hn$ mo «m9m$9 :9: >9 p$nCmM$E mm masonm Hon9Cou pCm H$9C$EHn$mx$ $99 CH99H3 UCm C$$39$9 m$noom .mm $H9ms llO n$BOH no H$>$H mo. 9m p$9moHpCH $no$m Cw$E n$9mHm 0H9mn H$0H9Hno $99 no $UCMUHMHCmHm mo H$>$9 onnmn HmoHano m$noom CM$E mo $UC$n$99H© mo nonn$ pnmpCM9m m$noom Cm$E mo $UC$n$MMHQ p$nmmEoo masonm CH99H3 m9C$Us9m no n$9ECz C0H9$$nHQ m9C$EEOU m0 pfimm US 2 "NMM .nnnmu-mcoo mo.. ncmoHanon noz oH.H No.H mm.N mH .cou oom H .cou ncmoHanon 902 Nm. mH.H Ho. oH N .xm ocm H .xm ncmoHanon 902 mm. HH.H «H.H NH mnom .coo ocm mnom .xm ncmoHnHoon noz HN. om.H Ho. No mHnHo .ooo ocm mHnHo .xm mHnHo .ooo Hm>mn mo. no ncmoHanon No.N oo.H mo.m mH mnom .200 com mHnHo .coo nomoHanon noz mm.H mo.H mo.N oH mnom .xm ocm mHnH$ .xm ncmoHanmHm noz oo. oN.H No.H omH Honucoo com HmncmeHnmmxm C0H9$$nH9 m9C$EEOU mo pemm 02 z p$nmmEoo masonw || I .moH9mn Hm0H9Hn$ no * "li \I|{lll J! I 1 m9m$9 =9= >9 p$nsmm$E mm masonm Hon9COU pCm HM9C$EHn$mx$ $99 CH99H3 pCm C$$39$9 m$noom 9m$9 |9mom A99o$n9$Hmv $pC9H99m mCH>HnU C$$E CH m$oC$n$99Hp $99 no $UC$$H9HcmHm .mm $H9$B 111 l. The control girls had a 3.98 higher mean driving attitude test score than the control boys, signifi— cant at the .05 level. 2. The difference of slightly more than one score point in driving attitude between the experimental and control groups was not significant at the .05 level, so the null hypothesis must be retained. 3. The null hypotheses with respect to the measured differences between the remaining groups were retained. Final Road Test Tables 34, 35, and 36 contain the differences in mean driving skill and the levels of significance of these differ- ences on the three sections of the Final Road Test adminis- tered after the on-the-street instruction. These sections pertain to vehicle handling, traffic problems, and road problems, respectively. Table 34 which contains the vehicle handling section of the Final Road Test shows that: l. The control group had a 3.25 higher mean score on vehicle handling than the experimental group, sig- nificant at the .05 level. 2. The control boys exceeded the experimental boys in vehicle handling by 5.00 points, significant at the .05 level. —A-vn unhnuru wan—nu. —-.,.-n.‘...4\a..u‘---x u rv F . v F ——..v> I .cwnr 3%. avatnlvv- v a n - VAN.“ ~.v—- .F > .1..-N~5w ~._~wr¥:~ - 1H. nu: ..io.nn.- Pil- n:\.\ 1‘ 112 n$30H no H$>$H mo. 9m ©$9moHpCH $no$m CM$E n$9mHm u C0H9$$nHQ 0H9mn Hm0H9Hno $99 no $$CMUH9HCme mo H$>$9 u m9C$EEou 0H9mn Hm0H9HnU u mo m$noow C$$E mo $oC$n$99Hp mo nonn$ pnmpCM9m n pEmm m$noom CM$E mo $$C$n$MMHn u 02 p$n$mEoo wagonm CH99H3 m9C$©C9m mo n$9ECz u z ume .AHHmnumcoo mo.. nomoHanon noz Hm.H No.H mo.N mH N .coo oom H .coo ncmoHnHoon noz Ho. Nm.N oN.N HH N .xm ocm H .xm mnom .coo Hm>mq mo. um nomoHanon NH.N oH.N oo.m HH mnom .aoo ocm mnom .xm ncmoHanon 902 mm. No.N mo.H No mHnH$ .coo ocm mHnH$ .xm ncmonnnconm noz om. oH.H oo.H mH mnom .coo com mHnHo .coo ncmoHanon 902 HH. Hm.N mm.H HH mnom .xm com mHnHo .xm Honncoo Hm>wn mo. no nomonnnconm oH.N mm.H mN.m mmH Honnooo ocm HmncmeHnmmxm C0H9$$nHQ m9C$EEOU mo team 02 z ©$nmmEou masonw $H$H9$>I9m$s pmomv HHme mCH>an CM$E CH m$$C$n$99Hp $99 no $oCmoHnHCmHm .m0H9mn Hm$H9Hno mo *m9w$9 =9= >9 p$nCmM$E mm masonm Hon9Cou pCm H$9C$EHn$mx$ $99 CH99H3 pCm C$$39$9 m$noom 9m$9l9mom AmCHHpCmm . Vm QHQMH. 113 n$3oH no H$>$H mo. 9m p$9mquCH $noom Cm$E n$9mHm n C0H9$$nHQ oH9mn Hm0H9Hno $99 no $oCm$H9HCmHm mo H$>$9 u m9C$EEoo oH9mn HM$H9HnU H CO m$no$m Cm$E mo $oC$n$MMHp no nonn$ pnmeM9m n pEmm w$noom C$$E mo $$C$n$MMHQ fl oz ©$nmmEoo masonm CH99H3 m9C$pC9m mo n$9Edz n z uwmx .innmp-.coo mo.. ncmunnnconm uoz oo. oo.H No. oH N .cou ocm H .coo nonunnnconm noz oH.H mo.N mH.o HH N .xm ocm H .xm nomoHnHoon noz oo. mN.N oo.N mH mnom .coo ocm mnom .xm nomonnncon noz oH.H oo.N «N.o No mHnHo .cou ocm mHnHo .xm nomonnnconm noz oo.H Ho.H oH.N oH mnom .coo ocm mHnHo .ooo ncmoHanon noz oN.H oH.N Hm.m HH mnom .xm ocm mHnHo can nchHnncon uoz mH. oH.H oN.H mmH Honnooo ocm Hancmsnnmmxm C0H9$$nHQ m9C$EEov MU team US 2 U$nmmEOU masonw .m0H9mn Hm0H9Hno mo onmmnBI9m$B pmomv HHme mCH>an CM$E CH m$oC$n$mep $99 no $$CmoHnHCmHm ll II I Ill! III m9m$9 :9: >9 ©$nsm$$e mm mmCOnm Hon9Co$ UCm H$9C$EHn$mx$ $99 CH99H3 pCm C$m39$9 m$noum 9m$9l9mom HmE$H9onm .mm wHAMB .H A. .v It «nu. 7v leiwn -V-—F.4 .N— can —pl. .6. .. . c I. I .: UV- .uA vV- V ll4 n$3oH no H$>$H mo. 9m p$9$$HpCH $noom n$9mHm u CoH9$$nH9 0H9mn HmoH9Hno $99 no $UCMUHMHCmHm mo H$>$9 u m9C$EEoo 0H9mn Hm0H9HnU u mu m$noom C$$E mo $$C$n$mme mo nonn$ pnprM9m u 08mm m$noom Cm$E mo $UC$n$meQ u p: p$anEoo masonm CH99H3 m9C$©C9m mo n$9ECz u Z "Nam .nnnmu-mcoo mo.. nomoHnHoon noz NN.H No.H mm.N mH N .coo ocm H .coo N .xm Hm>mq mo. no ncmanHoon oH.N Ho.N oo.m HH N .xm oom H .xm 9CmoH9HCmHm 902 mm. mm.m oN.H mm m>om .Coo pCm m>om .xm ncmonnnoonm 902 Nm. oH.N mm.H Nm mHnHw .coo ocm mHnHw .xm ncmoHnHoon uoz Ho. No.N oH. mH mnom .coo com mHnHo .coo ncmonnnomnm 902 HH. om.N mo. HH mnom .xm ocm mHnHo .xm ncmonnnconm 902 mm. mo.H Ho.H mmH Honncoo ocm HancmeHnmmxm CoH9o$nHQ m9C$EEou mo team oz 2 ©$nmmeoo masono .m0H9mn Hm0H9Hn$ mo am9m$9 :9: >9 p$nCmM$E mm masonm Hon9COU pCm HC9C$EHn$Qx$ $99 CH99H3 pCm C$$39$9 m$noom 9m$9l9mom HmE$H9onm pmoml9m$9 pmomv HHme mCH>HnU Cm$E CH m$oC$n$MMHp $99 no $0C$$HnHCmHm . om m.m.QMB 115 3. The null hypotheses with respect to the differences between all other groups were retained. Table 35 which contains the traffic problems section of the Final Road Test shows that: 1. The null hypothesis with respect to the differences between the experimental and control groups on traffic problems was retained. 2. The differences between all other groups were not significant at the .05 level, so the null hypotheses with respect to these groups were retained. Table 36 which contains the road problems section of the Final Road Test shows that: l. The second experimental group outscored the first group by 5.64 points in road problems, significant at the .05 level. 2. The difference between the experimental and control groups in road problems was not significant, so the null hypothesis must be retained. 3. The null hypotheses were also retained for the differ- ences between all remaining groups. Mean Changes in DrivingKnowledge and Driving Attitude Scores Between Pre— Tests anggMid-Tests In this section are reported the mean changes and Sisynificance of these changes in general driving knowledge, sPecrific driving knowledge, and driving attitude from tests administered before and after the range and/or simulator 116 instruction. These findings are shown in Tables 37 through 39. Mean Changes in General Driving Knowledge Scores Table 37 reveals the following positive mean changes on the Sportsmanlike Driving Final Examination administered before and after the range and/or simulator instruction: 1. The total experimental group improved over three score points in general driving knowledge, signifi— cant at the .001 level. There was a considerable difference in improvement in general driving knowledge between the two experi— mental groups. The second group improved over five score points, whereas, the first group improved only over two points. Both improvements, however, were significant at the .001 level. Both the experimental boys and the experimental girls improved over three score points in general driving knowledge, both significant at the .001 level. The total control group improved over two score points in general driving knowledge, significant at the .001 level. There was a considerable difference in improvement in general driving knowledge between the two control groups. The second group improved over four score 117 $mCm9o CM$E $>H9Hmom u + 0H9mn HmoH9Hno $99 90 $UCwUHMHCmHm mo H$>$9 n m9C$EEoo 0H9mn Hm0H9HnU u mo m$noom CM$E mo $$C$n$MMHp mo nonn$ pnmpCm9m u pawn m$no$m Cm$E mo $$C$n$99HQ u p: mEmnmonm HmCoH9UCn9mCH 039 09 U$CmHmmm m9C$pC9m mo n$9ECz n z "wmx .HHHonuoooV mo.n Ho>on Hoo. no ncooHnHomHm Hm.H om. oN.o+ om N ncoonnnoonm noz mm.H Ho. mm. + oo H Ho>on Hoo. no ncooHnHomHm oN.o mo. oo.N+ Ho oHnHo Ho>on mo. no noounnnconm oH.N mH. NH.H+ Hm .onom Ho>on Hoo. no ncooHnHoon oo.o mo. mm.N+ oH Honncoo Ho>on Hoo. no ncooHanon oo.o mo. oN.m+ mm N Ho>on Hoo. no noooHnHoon oo.o om. No.N+ No H Ho>on Hoo. no noooHnHoon Ho.o Hm. mm.m+ Ho oHnHo Ho>on Hoo. no ncooHanon mo.m mo. Ho.m+ om onom Ho>on Hoo. no ncooHnHoon om.o oo. mo.m+ HH .HonooaHnomxm oncoeeoo mo oEMm o: z noono .m0H9mn Hm0H9Hno mo n.m9m$9 :9= >9 p$nsmm$e mm masonm Hon9Coo pCm Ho9C$EHn$mx$ $99 now m$noom 9m$9 AmCH>HnQ $9HHCMEm9nommv $mp$H30CM mCH>an Hmn$C$m 9m$9lpHE UCm 9m$9l$nm C$$39$9 m$mC$9o CM$E $99 no $UCMUHMHCmHm .hm $H9MB 118 points, which was significant at the .001 level, whereas, the first control group improved less than one score point which was not significant. There was a considerable difference in improvement in general driving knowledge between the control girls and boys. The control girls improved nearly three score points which was significant at the .001 level, whereas, the control boys only improved over one score point, significant at the .05 level. Mean Changes in Specific Driving Knowledge Scores The following positive mean changes on Part I of the George Washington University Final Examination administered before and after the range and/or simulator instruction are revealed in Table 38: 1. Both the total experimental group and the first ex— perimental group improved over three score points in specific driving knowledge, significant at the .001 level. The second experimental group improved less than three score points in specific driving knowledge, but still showed significant improvement at the .01 level. The experimental girls showed more improvement than the experimental boys in specific driving knowledge. The girls improved nearly four score points, 119 $mCm9o Cm$E $>H9Hmom n + oHnon HmoH9Hno $99 no $UCMUHMHCmHm mo H$>$9 n m9C$EEoo oHnon Hoonnnno u on m$noum CM$E mo $UC$n$MMH© mo nonn$ pnmpCM9m n pEmm $$noum Cm$E mo $$C$n$MMHQ n p: mEmnmonm HMC0H9UCn9mCH 039 09 U$CmHm$m m9C$UC9m mo n$9ECz n 2 "MHz .AHHonuoooo mo.n Ho>on Ho. no noooHanon mo.m om. Ho.N+ om N Ho>oq Ho. no noounnnoonm om.m om. oo.N+ oo H Hooon Hoo. no ncoonnnoonm oo.o oo. oH.o+ Ho oHnH$ noooHanon noz mH. oH. Hm. + Hm onom Ho>on Hoo. no noooHnHoon oo.o om. mo.N+ mH Honnooo Ho>on Ho. no noooHnHoon No.m om. oo.N+ mm N Ho>oq Hoo. no noooHnHoon HH.o mm. om.m+ No H Ho>on Hoo. no noooHnHomHm mo.o Hm. mo.m+ Ho oHnHo Ho>on mo. no noooHnHoon oo.N Ho. oo.H+ om mnom Ho>oq Hoo. no noooHnHoon No.o om. Ho.m+ HH‘ HonaoeHnooxm oncoeeoo mo oemm o: z moono .moH9mn Hm0H9Hno mo n.m9m$9 =9= >9 p$nCmM$E mm masonm Hon9Coo UCm Hm9C$EHn$m Ix$ $99 now m$nouw 9m$9 AH 9nmm|.>HCD C09mCH9mm3 $mno$wv $mp$H30Cx mCH>HnU UHMH$$mm 9m$9upHE pcm 9m$9l$nm C$$39$9 m$mCm9U CM$E $99 no $UCMUH9HCmHm . mm $H9m9 120 significant at the .001 level, whereas, the boys only improved nearly two score points, significant at the .05 level. The total control group improved more than two score points in specific driving knowledge, significant at the .001 level. Both halves of the control group improved more than two score points in specific driving knowledge, both significant at the .01 level. The control girls improved more than four score points in specific driving knowledge, significant at the .001 level. The slight improvement in specific driving knowledge attained by the control boys was not significant. Table 39 shows the following positive mean changes in specific driving knowledge on Part II of the George washington University Final Examination administered before and after the range and/or simulator instruction: 1. Both the total experimental group and the second ex— perimental group showed improvement of over four score points in specific driving knowledge, signifi— cant at the .001 level. The first experimental group improved less than four score points in specific driving knowledge which was significant at the .01 level. The experimental girls improved three score points more than the experimental boys in specific driving 121 $mCm9o CM$E $>H9Hmom u + 0H9mn H$0H9Hno $99 90 $0CmoHMHCmHm mo H$>$9 u m9C$EEOU oHnon HoanHnu n on m$noom CM$E mo $$C$n$wwHU mo nonn$ pnmpCM9m u 68mm m$noom CM$E mo $$C$n$99HQ fl oz mEmnmonQ HMC0H9osn9mCH 039 09 U$CmHmmm m9C$ps9m mo n$9Esz n z «wmx .AHHonuocov mo.o Ho>on Hoo. no nooonnnoonm Ho.m mo. Ho.m+ om N Ho>on Hoo. no noooHanon mo.m HH. oH.N+ oo H Ho>on Hoo. no ncooHanon Nm.o on. om.o+ Ho mHnHo noounnnoonm noz mo.H mm. oH H+ Hm onom Ho>on Hoo. no ncoonnnconm om.m Hm. Ho.m+ oH Honncoo Ho>on Hoo. no noooHnHomHm oo.o mH. oo.o+ mm N Ho>oq Hoo. no nooonnnoonm oo.o NH. Hm.m+ No H Ho>on Hoo. no ncooHanon om.oH om. om.m+ Ho oHnHo Ho>oq Ho. no ncoonnnoonm oo.m mm. mm.N+ om mnom Ho>on Hoo. no nooonnnconm mo.H Nm. oH.o+ HH HonooeHnomxm oncoeeoo mo oemm o: z moono .m0H9mn HmoH9Hn$ mo n,mN9m$9 :9: >9 p$nCmM$E mm masonm Hon9Coo pCm HM9C$EHn$m Ix$ $99 now m$noom 9m$9 AHH 9nmm|.>HCD C09mCH9mm3 $mn0$wv $mp$H30Cx mCH>an UHMH$$Qm 9m$9anE pCm 9m$9u$nm C$$39$9 m$ma9u CM$E $99 no $$CmoHMHCmHm .mm $H9m9 122 knowledge, but both groups still improved signifi— cantly at the .001 and .01 levels, respectively. 4. Both the total control group and the second control group improved more than three score points in spe— cific driving knowledge, significant at the .001 level. 5. The first control group showed less than three score points of improvement in specific driving knowledge which was significant at the .001 level. 6. The control girls improved more than four score points in specific driving knowledge, significant at the .001 level. 7. The control boys showed improvement of nearly two score points in specific driving knowledge, but this improvement was not significant. Mean Changes in Driving Atti— tude Scores Table 40 reveals the following mean changes on the Mann Personal Attitude Survey administered before and after the range and/or simulator instruction: 1. The only significant improvement in driving attitude by any of the experimental groups was made by the first experimental group. This group improved over two score points, significant at the .05 level. 2. The mean improvements in driving attitude shown by the total experimental group and the experimental 123 $mcm90 Cm$E $>H9mm$z $mCm90 Cm$E $>H9Hm0m u + 0H9mn Hm0H9Hn0 $99 90 $0Cm0HMHCmHm mo H$>$9 u m9C$EEOU 0H9mn Hm0H9Hno u mo m$n00m CM$E mo $0C$n$99Hp mo nonn$ pnmpCM9m u 98mm m$n00m CM$E m0 $0C$n$99H9 u p: mEmnmonm HmC0H9UCn9mCH 039 09 p$CmHmmm m9C$ps9m mo n$9ECZ u z "wmz .AHHonuocoo mo.n nooanHcon noz on. oH.H oH. + om N noooHnHoon noz oN.H oH. mo. + oo H Ho>on mo. no ncoonnnconm mo.N om. oo.H+ Ho mHnno noooHnHoon noz mo. Ho.H mo. + Hm mnom ncooHanon noz om.H oo. oo. + oH Honncoo nooonnnconm noz mo. oo. oo. 1 mm N Ho>on mo. no ncounnnoonm om.N om. mH.N+ No H noooHanon noz oH. mo. NH. . Ho mHnHo ncooHanon noz oo.H oH.H oH.N+ om mnom noooHnHoon noz om.H oo. oo. + HH Honoosnnomxm onaoeeoo m0 osmm o: z moono .ooHnon HooHano no nonmon =n= >9 p$nsmM$E mm masonm H0n9C00 UCm H$9C$EHn$mx$ $99 now m$n00m 9m$9 ACszv $959 IH99m mCH>an 9m$9IpHE pCm 9m$9s$nm C$$39$9 m$mCm90 CM$E $99 no $0Cm0HMHCmHm . ow $H9m9 124 boys of one and two score points, respectively, were not significant. The slight regression in driving attitude shown by the second experimental group and the experimental girls were not significant. The only significant improvement in driving attitude by any of the control groups was obtained by the control girls. This group improved over one score point which was significant at the .05 level. The improvements in driving attitude of nearly one score point shown by the total control group and the first and second control groups were not significant. The slight improvement in driving attitude attained by the control boys was not significant. Table 41 shows the following mean improvements in driving attitude on the Siebrecht Attitude Scale administered before and after the range and/0r simulator instruction: 1. The total experimental group and the first experi- mental group had an improvement of approximately four score points in driving attitude, significant at the .001 level. The second experimental group improved over three score points in driving attitude, significant at the .05 level. Both the experimental boys and girls had improvements of over three score points in driving attitude which 125 $mcm90 CM$E $>H9Hm0m n + 0H9mn Hm0H9Hn0 $99 no $0Cm0HwHCmHm mo H$>$9 u m9C$EEOU 0H9mn Hm0H9HnU H CO m$n00m CM$E mo $0C$n$MMHU mo nonn$ pnmpCM9m fl pemm m$n00m CM$E mo $0C$n$99HQ n 02 wEmnmonm HMC0H905n9mCH 039 09 U$CmHmmm m9C$©C9m mo n$9ECZ n z "NHM .HHHonuooov mo.n Ho>on mo. no ncooHanmHm Ho.N Ho.H HH.N+ om N Ho>on mo. no nooonnnconm NH.N oH.H om.N+ oo H Ho>on Ho. no ncounnnconm oN.H HN.H mo.m+ Ho oHnHo noooHnHoon noz mo.H mm. No. + Hm mnom Ho>oq Ho. no ncooHnHoon HN.m HH. Nm.N+ mH Honnooo Ho>on mo. no noooHnHoon oo.N NN.H HH.m+ mm N Ho>oq Hoo. no ncooHanon HN.m om. HH.o+ No H Ho>oq Hoo. no nooonnnconm oH.H No. oo.m+ Ho oHnH$ Ho>oq mo. no noounnnoonm oo.N Ho.H mo.m+ om onom Ho>oq Hoo. no ncooHanon mm.o om. NH.m+ HH HonooeHnomxm onooesoo m0 .UEMm o: z moono .m0H9mn Hm0H9Hn0 mo h.nm9..w$9 :9: >9 p$nCmM$E mm masonm H0n9C00 pCm HM9C$EHn$mx$ $99 now m$n00m 9m$9 A990$n9$Hmv $©C9 |H99m mCH>an 9m$9IpHE pCm 9w$9l$nm C$$39$9 w$mC$90 Cm$E $99 90 $0Cm0HMHCmHm . Hw $H9MB 126 were significant at the .05 and .001 levels, respectively. 4. The total control group improved over two score points in driving attitude, significant at the .01 level. 5. Both halves of the control group also improved over two score points in driving attitude but these im- provements were significant only at the .05 level. 6. The control girls improved nearly four score points in driving attitude, significant at the .01 level. 7. The improvement of less than one score point in driving attitude attained by the control boys was not significant. Mean Changes in Driving Knowledge and Driving Attitude Scores Between Mid-Tests and Post-Tests In this section are reported the mean changes and the significance of these changes in general driving knowledge, specific driving knowledge, and driving attitude from tests administered before and after the on—the-street instruction. These findings are shown in Tables 42 through 46. Mean Changes in General Driving Knowledge Scores The following mean changes on the Sportsmanlike Driving Final Examination administered before and after the on-the-street instruction are revealed in Table 42. 127 $mcm90 CM$E $>H9mm$z $mCm90 CM$E $>H9Hm0m n + 0H9mn Hm0H9Hn0 $99 90 $0CmoHMHCmHm mo H$>$9 u m9C$EEOU 0H9mn Hm0H9HnU H CO m$n00m CM$E mo $0C$n$99Hp m0 nonn$ UnmpCM9m u pemm m$n00m Cm$E mo $0C$n$MMH9 fl oz mEmnmonm HmC0H905n9mCH 039 09 U$Cmemm m9C$©C9m mo n$9ECz u z "NMM .AHHon-oooV mo.n ncoanHoon noz om. om. HN. + om N noooHanmHm noz Ho. Ho. mo. + oo H noooHanon noz oo.H oo. mo._+ Ho oHnHo ncooHanon noz No. I om. oH. . Hm mnom noooHanon noz om. om. om. + oH Honnoou ncounnnconm noz mm. oH. mo. + mm N ncounnnconm noz oH.H mo. mm. + No H ncoonnnoonm noz oo. Nm. om. + Ho oHnno ncoanHoon noz oH.H mm. oo. + om mnom noooHanon noz oN.H om. mo. + HH HoncoeHnome oncoesoo m0 meow o: z moono .m0H9mn Hm0H9Hn0 90 n.m9m$9 :9: >9 p$nCmM$E mm masonm H0n9C00 pCm Hm9C$EHn$mx$ $99 now w$n00w 9m$9 AmCH>HnQV$xHHCmEm9n0mmV $mp$H30C9 mCH>HnU Hmn$C$m 9m$9l9m0m UCm 9m$9IpHE C$$39$9 m$mCm90 CM$E $99 no $0Cm0HMHCmHm .mv $H9w8 E h l! V . \‘d 128 None of the slight improvements in general driving knowledge attained by the experimental groups were significant. None of the slight improvements in general driving knowledge attained by the total control group, the two halves of the control group or the control girls were significant. The slight regression in general driving knowledge of less than one score point shown by the control boys was not significant. Mean Changes in Specific Driving Knowledge Scores Table 43 reveals the following positive mean changes on Part I of the George Washington University Final Exami— nation administered before and after the on-the—street instruction: 1. None of the slight improvements in specific driving knowledge attained by the experimental groups were significant. The only significant improvement shown by any of the control groups in specific driving knowledge was at- tained by the first control group. This group im— proved less than one score point, significant at the .05 level. The slight improvements in specific driving knowledge attained by the total control group, the second half 129 $mCm90 CM$E $>H9Hmom u + 0H9mn Hm0H9Hn0 $99 m0 $0CmoHMHCmHm mo H$>$9 n m9C$EEOU 0H9mn Hm0H9Hno n mu m$n00m CM$E mo $0C$n$me© mo nonn$ pnmpCM9m u pemm m$n00m Cm$E mo $0C$n$meQ fl oz mEmnmonm HMC0H905n9mCH 039 09 U$C0Hmmm m9C$UC9m mo n$9ECz u z "Mum .HHnonuoooo mo.n noooHnHooHo noz oH. NH. oH. om N Ho>on mo. no nooonnnoonm oo.N Ho. No. oo H nooonnnoonm noz mo.H Ho. oH. Ho oHnHo noooHnHoon noz om. mo. HN. Hm onom ncooHnHomHm noz mm.H om. Nm. oH Honnooo nooonnnconm noz mm. mm. Hm. mm N ncooHnHoon noz Nm.H mm. mo. No H noooHnHoon noz om.H mo. HH. Ho oHnHo nooUHanon noz om. om. Hm. om mnom nooonnnconm noz mo.H mo. Nm. HH HonooeHnonxm oncoEEOU m0 oemm as 2 noono “I’ll .m0H9mn Hm0H9Hn0 mo «m9m$9 :9: >9 p$nCmM$E mm masonm Hon9C00 UCm HM9C$EHn$m Ix$ $99 now w$n00m 9m$9 AH 9nmm|.>HCD C09mCH9mm3 $mno$wv $mp$H30Cx mCH>an 0H9H0$mm 9m$9u9mom pCm 9m$9IpHE C$$39$9 m$mCm90 CM$E $99 no $0Cm0HMHCmHm .mv $H9NB 130 of the control group, and the control boys and con- trol girls were not significant. Table 44 reveals the following mean changes on Part II of the George Washington University Final Examination ad- ministered before and after the on—the—street instruction: 1. The slight improvements in specific driving knowledge shown by the total experimental group, the first half of the experimental group, and the experimental girls were not significant. The slight losses in specific driving knowledge by the second experimental group and the experimental boys were not significant. The total control group showed an improvement of slightly less than one score point in specific driving knowledge, significant at the .05 level. The improvement of over one score point in specific driving knowledge attained by the first control group was significant at the .05 level. The control boys improved more than one score point in specific driving knowledge but this improvement was not significant. The slight improvements of less than one score point attained by the second control group and the control girls in specific driving knowledge were not significant. 131 $mCm9o CM$E $>H9mm$Z $mCm90 CM$E $>H9Hmom n + 0H9mn Hw0H9Hn0 $99 no $0Cm0HMHCmHm mo H$>$9 u m9C$EEoo oHnon Hounnnno u m0 m$n00m CM$E mo $0C$n$MMH© mo nonn$ UnmpCM9m u 05mm m$n00m Cm$E mo $0C$n$99H9 fl oz mEmnmonm HMC0H905n9mCH 039 09 p$CmHmmm m9C$pC9m mo n$9ECZ u Z uwmx .AHHonuoooo mo.n nooonnnconm noz oo. mm. mm. + om N Ho>on mo. no noooHnHoon No.N Ho. mN.H+ oo H ncooHnHoon noz oN.H Ho. mH. + Ho mHnHo nooonnnoonm noz oo.H . oo. oH.H+ Hm onom Ho>on mo. no noounnnoonm oH.N No. No. + mH Honncoo noounanon noz oo. I Ho. oo. . mm N noounnnoonm noz oo.H om. mm. + No H ncoonnnconm noz oo. No. HN. + Ho oHnHo noooHnHoon noz oo. . mm. mo. . om mnom 9Cm0HMHCmHm 90Z om. 0v. HH. + on HM9C$EHn$me oncoseoo m0 oemm Us 2 ozone .m0H9mn Hm0H9Hn0 mo n,m.9m$9 :9: >9 U$nCmM$E mm masonm H0n9C00 pCm HM9C$EHn$m ux$ $99 now m$n00m 9m$9 AHH 9nmm|.>HCD C09mCH9mmz $mn0$0v $mp$H30CM mCH>HnU 0H9H0$mm 9m$9n9mom pCm 9m$9upHE C$$39$9 m$mCm90 CM$E $99 no $0Cm0H9HCmHm .vw $H9mB 132 Mean Changes in Driving Attitude Scores In Table 45 are presented the mean changes on the Mann Personal Attitude Survey administered before and after the on—the—street instruction. Table 45 shows that: 1. The total experimental group had a slight loss of less than one score point in driving attitude, not significant at the .05 level. There was a considerable difference between the ex- perimental girls and the experimental boys in driving attitude. The girls improved over one score point, whereas the boys showed a loss of less than one score point. Neither change was significant. The first experimental group regressed less than one score point in driving attitude which was not significant. The second experimental group showed no change in driving attitude. Both the total control group and the first control group showed slight losses in driving attitude, neither of which was significant. The second control group improved less than one score point in driving attitude which was not significant. The control boys had a very slight loss in driving attitude but this loss was not significant. The control girls had no change in driving attitude. 133 $mcm90 CM$E $>H9mm$Z $mCm90 Cm$E $>H9Hmom n + 0H9mn Hm0H9Hn0 $99 90 $0CMOHMHCmHm mo H$>$9 u m9C$EEOU 0H9mn Hm0H9HnU u mu m$n00m Cm$E mo $0C$n$MMH© mo nonn$ pnmoCm9m u 98mm m$n00m CM$E mo $0C$n$MMHQ n 62 mEmnmonm HMC0H905n9mCH 039 09 p$CmHmmm m9C$©C9m mo n$9ECZ M Z "NHM .AHHonuocov mo.o ncooHanon noz mH. HH. mm. + om‘ N nooonnnoonm noz oH. . mm. mo. . oo H noooHnHoon noz oo. Hm. oo. Ho oHnHo ncooHnHoon noz oo. I HH. mo. . Hm mnom nooonnnoonm noz No. - oo. Ho. . mH Honnooo noooHnHoon noz oo. oH. oo. om N noooHanon noz No. . Ho. mm. I No H noooHanon noz oo.H mH. mH. + Ho mHnHo nooonnnoonm noz oo.H- oo. Ho.H- mm mnom ncooHanmHm noz oo. . Ho. om. . oH HonooeHnonxm oncoesoo m0 oemm o: z noono .w0H9mn Hm0H9Hn0 mo n"m9m$9 :9: >9 p$nCmM$E mm masonm Hon9C00 pCm HM9C$EHn$mx$ $99 now m$n00m 9m$9 ACszv $pC9H99m mCH>HnU 9w$9|9w0m pCm 9m$9lpHE C$$39$9 m$mCm90 CM$E $99 no $0CM0HMHCmHm .mo oHnoa 134 Table 46 reveals the following mean changes on the Siebrecht Attitude Scale administered before and after the on-the-street instruction: 1. The total experimental group improved over two score points in driving attitude, significant at the .001 level. The experimental boys and the second experimental group improved over two score points in driving atti— tude, significant at the .01 level. The experimental girls and the first experimental group improved over two score points in driving atti— tude, significant at the .05 level. Both the total control group and the control girls improved less than one score point in driving atti- tude, neither of which was significant. The second control group improved more than one score point in driving attitude, but this improvement was not significant. The slight losses in driving attitude shown by the control boys and the first control group were not significant. Mean Changes in Driving Knowledge and Driving Attitude Scores Between Pre—Tests and Post-Tests In this section are presented the mean changes and Significance of these changes in general driving knowledge, 135 $mCm90 CM$E $>H9mm$Z $mCm90 CM$E $>H9Hmom u + 0H9mn Hm0H9Hn0 $99 no $0Cm0HMHCmHm mo H$>$q u m9C$EEOU oHnon HooHano u m0 m$n00$ CM$E mo $0C$n$99Hp mo nonn$ pnmpCm9m u 08mm . m$noom Cm$E mo $0C$n$meQ fl oz mEmnmonm HMC0H905n9mCH 039 09 U$CmHmwm m9C$pC9m mo n$9ECZ n Z uwmx .AHHonIocov oo..n nooonnnoonm noz oo. oo.H mo.H+ om N nooonnnoonm noz No. I Ho. om. I oo H noooHnHoon noz NH. oo. HH. + Ho mHnHo ncooHnHoon noz oN. I oo. «N. I Hm o>om noooHanon noz oo. oo. oN. + oH Honnooo Ho>oq Ho. no noounnHoon oo.H oo. HH.N+ om . N Ho>on mo. no ncooHanon HH.N oo. oo.N+ No H Ho>on mo. no noooHnHoon Ho.N oo. NH.N+ Ho oHnHo Ho>on Ho. no noooHanmHm oH.N om. HN.N+ mm mnom Hooon Hoo. no ncooHnHoon No.m oo. HH.N+ oH HoncoeHnomxm oncoseoo mo osmm o: z moono .m0H9mn Hm0H9Hn0 mo n"m9m$9 :9: >9 U$nsmm$E mm masonm Hon9C00 UCm HM9C$EHn$mx$ $99 now m$n00m 9m$9 A990$n9$Hmv $ps9H99m mCH>an 9m$9l9mom UCm 9m$9IpHE C$$39$9 m$mCm90 CM$E $99 90 $0CM0HMHCmHm .ov $H9mB 136 specific driving knowledge, and driving attitude test scores administered before the range and/or simulator instruction and after the on—the—street instruction. These findings are presented in Tables 47 through 51. Mean Changes in General Driving Knowledge Scores Table 47 shows the following mean changes on the Sportsmanlike Driving Final Examination administered before the range and/or simulator instruction and after the on-the- street instruction: 1. The total experimental group, the experimental boys, and the experimental girls improved more than four score points in general driving knowledge all of which were significant at the .001 level. 2. The second experimental group improved more than two score points more than the first experimental group in general driving knowledge, over five to nearly three score points respectively. Improvements of both groups, however, were significant at the .001 level. 3. The total control group improved over two score points in general driving knowledge, significant at the .001 level. 4. The control girls improved more than three score points in general driving knowledge, significant at the .001 level. 137 $mCm90 CM$E $>H9Hm0m n + 0H9mn Hm0H9Hn0 $99 no $0Cm0HMHCmHm mo H$>$9 n m9C$EEOU 0H9mn Hm0H9HnU H CO m$n00m CM$E mo $0C$n$MMHp mo nonn$ pnmpCm9m u team m$n00m CM$E Mo $0C$n$MMHQ fl oz mamnmonm HMC0H905n9mCH 039 09 p$CmHmmm m9C$ps9m mo n$9ECZ n Z nwmz .AHHonIocov mo.« Ho>on Hoo. no noooHnHoon om.m mo. Ho.o+ om N ncoonnnconm noz Ho.H mH. Nm.H+ oo ‘ H Ho>oq Hoo. no noooHanon oH.m NH. mH.m+ Ho mHnHo noooHanon noz HH.H Ho. om.H+ Hm onom Ho>on Hoo. no noounnnconm oo.o om. oo.N+ oH Honnooo Ho>on Hoo. no nooonnnconm No.o mo. mo.m+ mm N Hoooq Hoo. no ncooHnHoon Ho.H oH. Ho.N+ No H Ho>on Hoo. no noooHanon Hm.m oH. oN.o+ Ho oHnHo Ho>on Hoo. no nooonnnconm Hm.o oo. HH.o+ om mnom Ho>on Hoo. no ncooHanon oo.H om. oH.o+ HH HonooeHnomxm oncoseoo mo oemm o: z moono .w0H9mn Hm0H9Hn0 mo nm9m$9 :9: >9 p$nCmM$E mm masonm H0n9C00 pCm HM9C$EHn$mx$ $99 now m$n00m 9m$9 AmCH>HnQ $xHHcme9nommv $mU$H30CM mCH>Hn© Hmn$C$m 9m$9l9mom pCm 9m$9l$nm C$$39$9 m$mCm90 CM$E $99 90 $0Cm0HMHCmHm .bv $H9ma 138 The second control group improved more than four score points in general driving knowledge, signifi- cant at the .001 level. Both the control boys and the first control group improved more than one score point in general driving knowledge, neither of which was significant. Mean Changes in Specific Drivinngnowledge Scores In Table 48 are presented the mean changes on Part I of the George Washington University Final Examination ad— ministered before the range and/or simulator instruction and after the on—the-street instruction. Table 48 shows that: 1. The total experimental group gained more than three score points in specific driving knowledge, signifi— cant at the .001 level. Both the experimental girls and the first experi- mental group showed improvements of over four score points in specific driving knowledge, significant at the .001 level. The second experimental group improved nearly three score points in specific driving knowledge, signifi- cant at the .01 level. The experimental boys improved over two score points in specific driving knowledge, significant at the .05 level. 139 $mcm90 CM$E $>H9Hwom u + 0H9mn HmoHano $99 no $0Cm0HMHCmHm mo H$>$H u m9C$EEOU 0H9mn Hm0H9Hno u mo m$n00m CM$E m0 $0C$n$MMHp m0 nonn$ pnmpcm9m u pEmm m$n00m CM$E no $0C$n$99HQ fl oz mEmnmonm HMC0H905n9mCH 039 09 U$CmHmmm m9C$pC9m mo n$9ECZ n Z "Nam .HHHM9I$C0v mo.* Ho>oq mo. no noooHnHoon oN.N oo.H HH.m+ om N Ho>on Hoo. no noooHnHoon oH.o om. No.N+ oo H Ho>on Hoo. no noooHanon oo.H No. oo.o+ Ho oHnHo ncooHnHoon noz oo. oH.H oH. + Hm onom Ho>oq Hoo. no noooHnHoon om.o oo. mo.N+ oH Honnooo Ho>on Ho. no noooHnHoon Ho.N oo. Ho.N+ mm N Ho>oq Hoo. no ncoanHoon oo.H mm. mo.o+ No H Ho>on Hoo. no noooHnHoon NH.N om. oo.o+ Ho oHnHo Ho>oq mo. no ncooHnHoon HN.N mo. mN.N+ om mnom Hooon Hoo. no noooHnHoon om.o om. mm.m+ HH HonooeHnome onco5200 m0 oemm oz 2 ozone .m0H9mn Hm0H9Hn0 mo ¥m9w$9 =9= >9 p$nsmm$E mm masonm Hon9Coo pCm HM9C$EHn$m Ix$ $99 now m$n00m 9m$9 AH 9nmml.>HCD C09mCH9mm3 $mn0$0v $mU$H30Cx mCH>an 0H9H0$mm 9m$919m0m pCm 9m$9l$nm C$$39$9 m$mCm90 CM$E $99 no $0CM0H9HCmHm .me $H9$B 140 Both the total control group and the first half of the control group showed improvements of nearly three score points in specific driving knowledge, both of which were significant at the .001 level. The control girls gained nearly five score points in specific driving knowledge, significant at the .001 level. The second control group improved over 3 score points in specific driving knowledge, significant at the .05 level. The slight improvement of less than one score point in specific driving knowledge by the control boys was not significant. Table 49 shows the following positive mean changes on Part II of the George Washington University Final Exami- nation administered before the range and/or simulator in— struction and after the on-the-street instruction: 1. The total experimental group and both halves of the group showed improvements of over four score points in specific driving knowledge, all of which were sig- nificant at the .001 level. The experimental girls gained better than three score points more in specific driving knowledge than the experimental boys, improving over five and over two score points respectively. The improvement shown by the girls was significant at the .001 level, 141 $mcm90 CM$E $>H9Hmom u + 0H9mn Hm0H9Hn0 $99 90 $0Cm0HMHCmHm mo H$>$9 u m9C$EEOU 0H9mn Hm0H9HnU u mu m$n00m CM$E mo $0C$n$MMHU mo nonn$ pnmpCm9m u UEmm meOUm Gme m0 QUCTHTMMHQ " Us mEmnmonQ HmC0H9UCn9mCH 039 09 ©$CmHmmm m9C$UC9m mo n$9ECZ u Z uwmx .AHHonIooov mo.n Ho>on Hoo. no nooonnnconm oo.o Ho. oo.m+ om N Ho>on Hoo. no noooHnHoon oo.m oH. No.o+ oo H Ho>on Hoo. no noooHnHoon HN.o Ho. mo.m+ Ho oHnHo Ho>oq Ho. no noooHanon oo.H No. oo.N+ Hm onom Ho>on Hoo. no noooHnHoon oo.o No. oo.N+ mH Honncoo Ho>on Hoo. no noooHnHoon oo.o oo. oo.o+ mm N Ho>on Hoo. no ncooHnHomHm mo.o om. oH.o+ No H Ho>on Hoo. no ncooHanon oo.HH om. mo.m+ Ho oHnHo Ho>on Ho. no ncooHanon Ho.N oo. Ho.N+ om mnom Ho>oH Hoo. no noooHnHoon oH.o Nm. oN.o+ HH Honcosnnomxm onco2500 m0 mean u: z noono .m0H9mn Hm0H9Hn0 mo n.m9m$9 :9.. >9 U$nCmM$E mm masonm Hon9C00 UCm HM9C$EHn$m Ix$ $99 now m$n00m 9m$9 HHH 9nmml.>HCD C09mCH9mm3 $mn0$ov $mp$H30C9 mCH>an 0H9H0$mm 9m$9l9mom pCm 9m$9l$nm C$$39$9 m$mCm90 CM$E $99 no $0Cm0H9HcmHm .mv $H9ma 142 whereas, the boys improvement was significant only at the .01 level. The total control group and both halves of the control group improved approximately four score points in specific driving knowledge, all of which were significant at the .001 level. The control girls improved more than two score points more than the control boys in specific driving knowledge, improving over five and nearly three score points, respectively. The improvement shown by the girls was significant at the .001 level, whereas, the boys improvement was significant at the .01 level. Mean Changes in Driving Atti- tude Scores Table 50 reveals the following changes on the Mann Personal Attitude Survey administered before the range and/or simulator instruction and after the on—the-street instruction: 1. The total experimental group, the experimental girls, and the experimental boys improved less than one score point in driving attitude which were not significant. The first experimental group improved over one score point in driving attitude, whereas, the second ex- perimental group lost less than one score point. Neither change was significant. 143 $mCm90 CM$E $>H9mm$Z $mCm90 CM$E $>H9Hmom n + 0H9mn Hm0H9Hn0 $99 90 $0CMOHMHCmHm mo H$>$9 n m9C$EEOU 0H9mn Hm0H9Hno u mu m$n00m CM$E mo $0C$n$mep mo nonn$ pnmpCM9m u pemm m$n00m CM$E mo $0C$n$99H9 fl oz mEmnmonm HmC0H905n9mCH 039 09 ©$CmHmmm m9C$ps9m mo n$9ECZ N Z "MMM .AHHonIooov mo.n noooHnHoon noz oN.H Ho.H waH+ om N ncooHanon noz No. no. . mm. + oo H Ho>oq mo. no noooHnHoon NH.N oH. oo.H+ Ho oHnHo ncounnnconm noz No. oH.H No. + Hm onom ncoonnnoonm noz HN.H oH. mm. + mH Honnooo noounnnoonm noz mN. I oN.H mm. I om N noooHnHoon noz oo.H oo. oo.H+ .No H nooonnnoonm noz om. oo.H Ho. + Ho oHnHo ncooHnHoon noz om. oo.H om. + mm onom. ncooHnHoon noz oo. HH. oH. + oH Honooannomxm oncoEEOU m0 oemm o: z Coono .m0H9mn Hm0H9Hn0 mo nnw9m$9 :9: >9 p$nCmM$E mm masonm Hon9C00 pCm HM9C$EHn$Qx$ $99 now m$n00m 9m$9 ACCmZV $UC9H99m mCH>an 9m$9l9m0m pCm 9m$9l$nm C$$39$9 m$mCm90 CM$E $99 no $0Cm0H9HCmHm .om $H9me 144 The only significant improvement for the control group in driving attitude was attained by the girls. Their improvement of over one score point was sig— nificant at the .05 level. The total control group, the control boys, and the first control group each of which improved less than one score point in driving attitude, and the second control group which improved more than one score point, all failed to improve significantly. Table 51 shows the following positive mean changes on the Siebrecht Attitude Scale administered before the range and/or simulator instruction and after the on—the- street instruction: 1. The total experimental group, the experimental girls, and the second experimental group all improved more than five score points in driving attitude, all of which were significant at the .001 level. The experimental boys and the first experimental group improved more than six score points in driving attitude, both of which were significant at the .001 level. The total control group showed improvement of over two score points in driving attitude, significant at the .001 level. The second control group improved over three score points in driving attitude, significant at the .001 level. 145 $mcm90 CM$E $>H9Hm0m u + 0H9mn Hm0H9Hn0 $99 no $0Cm0HMHCmHm no H$>$9 u m9C$EEOU oHnon HoanHnu u mo m$n00m Cm$E mo $0C$n$MMHp mo nonn$ pnmpCM9m u 05mm mmHOUm Gme MO TUGGHQMMHQ H U: mEmnmonm HMC0H905n9mCH 039.09 U$CmHmmm m9C$pC9w mo n$9ECZ N Z "NMM .HHHonIocoo mo.« Ho>on Hoo. no ncooHnHoon oo.H Ho. oH.m+ om N ncooHnHoon noz oo.H oH.H mo.N+ oo H Ho>og Hoo. no noounnnconm Ho.o oo.H oo.o+ Ho oHnH0 noooHanon noz oo. oo. oo. + Hm onom Ho>on Hoo. no nooanHomHm HH.N mH. oH.N+ oH Honnooo Ho>on Hoo. no noooHnHoon Ho.o NN.H No.m+ om N Ho>on Hoo. no noooHnHoon mo.o oo.H HN.o+ No H Ho>oa Hoo. no noooHnHoon om.m oo.H Ho.m+ Ho oHnHo Ho>oq Hoo. no noooHnHoon Ho.N oo.H mm.o+ mm onom Ho>on Hoo. no noooHanon oo.o mo. mo.m+ oH Honoosnnonxm oncoeeoo m0 oemm o: z moono .m0H9mn Hm0H9Hn0 mo n.m9m$9 :9: >9 p$nCmM$E mm masonm Hon9C00 pCm HM9C$EHn$Qx$ $99 now m$n00m 9m$9 H990$n9$Hmv $UC9H99m mCH>an 9m$9l9mom pCm 9m$9l$nm C$$39$9 m$mC$90 CM$E $99 no $0Cm0HMHCmHm .Hm $H9ME 146 5. The first control group improved over two score points in driving attitude but failed to improve significantly. 6. The control girls improved four score points more than the control boys in driving attitude, improving over four score points and less than one score point, respectively. The improvement of the girls was sig- nificant at the .001 level, whereas, the boys failed to attain significant improvement. Correlations Between Chronolggical Age, Intelligence_Quotients, and Previous Driving Experience Categories, Respectively, and the Final Criteria In this section are presented the correlations and the significance of these correlations between chronological age, intelligence quotients, and previous driving experience categories, respectively, and the post-tests on general driving knowledge, specific driving knowledge, driving atti- tude, and the final road test. These findings are shown in Tables 52, 53 and 54. Correlations Between Chrono— logical.Age and the Final Criteria Table 52 contains the correlations and the levels of significance of the correlations between chronological age and the post-tests. Table 52 shows that: 147 $0CM0HMHCmHm mo H$>$q H m C0H9MH$nn00 mo nonn$ $H9m90nm u nmm C0H9MH$nn00 9C$EOE 90:00nm u n "wmx NN. HH. HH.I oH. HH. mo.I mEoHnonm ooom I oN. HH. NH.I mo. HH. Ho.I oEoHQOnN oHnnone I mo. HH. Ho.I NH. HH. oo.+ ooHHooom oHoHno> I noon ooom om. HH. oH.+ om. HH. oH.+ nnoonnonm I HH. HH. mH.I om. HH. oH.+ . 22o: I oooannm ocH>Hno mo. HH. mo.+ om. HH. No.+ HH nnom om. HH. oH.+ om. HH. oo.I H nnoo I oooonocn ooH>Hnn oHnHooom Nb. HH. oo.+ mo. HH. mo.+ $mp$H30CM mCH>Hn9 Hmn$C$w m nmm n N nmm n noon noon AmHuzv Honnooo AHHuzv HoncoeHnomxn .n 9C$Eoz 90:00nm m.C0mnM$m >9 U$nsmM$E mm masonm H0n9C00 UCw HM9C$EHn$Qx$ $99 now m$n00m 9m$9l9m0m pr $mm C$$39$9 mC0H9mH$nnoo .Nm $H9m9 148 There were no significant positive or negative corre- lations between age and the three driving knowledge tests for either the experimental or control groups. There were no significant positive or negative corre— lations between age and the two driving attitude tests for either the experimental or control groups. There were no significant positive or negative corre— lations between age and the three parts of the road test for either the experimental or control groups. Correlations Between Intelli- gence Quotients and the Final Criteria Table 53 contains the correlations and the levels of significance of these correlations between intelligence quotients and the post-tests. Table 53 shows that: 1. There was a substantial positive correlation between intelligence quotients and the general driving knowledge test scores, significant at the .001 level for both the experimental and control groups. There was a substantial positive correlation between intelligence quotients and specific driving knowledge test scores, significant at the .001 level for both the experimental and control groups. There ‘was no significant positive or negative corre— lation between intelligence quotients and the Mann 149 t ..$0Cw0H9HCmHm m0 H$>$9 u m C0H9MH$nn00 mo nonn$ $H9m9onm u an C0H9MH$nn00 9C$EOE 909p0nm 5; E2 NH. HH. HH.+ HH. HH. oH.+ oEoHnono ooom I mo. HH. mo.+ mo. HH. mo.+ mEoHnonm oHnnonn I Ho. HH. mo.I mo. HH. Ho.+ ocHHooom oHoHno> I noon ooom Ho. HH. HN.+ Ho. HH. oN.+ nnuonnonm I oo. HH. HN.I oH. HH. oH.I coo: I moonnnno mononnn Hoo. oo. Ho.+ Hoo. oo. oo.+ HH nnom I Hoo. oo. mm.+ Hoo. oo. mo.+ H nnom I ooooH3ocn ooH>Hnn oHnHoomm Hoo. Ho. oo.+ Hoo. oo. Ho.+ ooooHsoon ocH>HnC Honocoo N nmm n m nmm n noon noon AHanV Honncoo Hobuzv HM9C$EHn$me .n 9C$Eoz 903p0nm m.C0mnM$m >9 U$nCmM$E mm masonm H0n9C00 pCm Hm9C$EHn$m Ix$ $99 now m$n00m 9m$9I9m0Q pCm m9C$H9OCU $0C$mHHH$9CH C$$39$9 mC0H9mH$nnoo .mm $H9ma 150 Personal Attitude Survey for either the experimental or control groups. There was a slight positive correlation between in- telligence quotients and the Siebrecht Attitude Scale, significant at the .01 level for both the ex- perimental and control groups. There were no significant positive or negative corre— lations between intelligence quotients and the three parts of the road test for either the experimental or control groups. Associations Between Previous Driving Experience Categories and the Final Criteria In Table 54 are contained the associations and the levels of significance of these associations between the pre- vious driving experience categories and the post-tests. Table 54 shows that: 1. There was no significant association between previous driving experience and the three driving knowledge tests for either the experimental or control groups. There was a significant association between previous driving experience and the Mann Personal Attitude Survey for both groups. The experimental group had a Chi Square of over twelve points, significant at the .01 level, whereas the control group had a Chi Square of over six points, significant at the .05 level. In both groups this relationship was the 151 H$>$H mo. $99 pC0>$9 n0 #mnCmonHCmHm m$nmsgm H9O $m099 now >HC0 p$90HC$Hm0 H$nmsgm H9O Co U$mm9v >0C$OCH9C00 mo 9C$H0HMM$00 n U $nmsgm H90 $99 90 $0C$nn5000 mo >9HHH9m90nm u m EOp$$nm mo m$$nm$9 n ma uwmm Ho. ommm.m N «v. Ho. omom.m N mE$H90nm_pmom I oo. ooHH.H N oH. NNHm.m N mEoHnonm oHnnone I oo. ooHo.H N mH. oHNo.m N ooHHooom oHUHno> I noon ooom mo. HomH.H N oH. mmNH.o N nnoonnonm I om. mo. HooH.o N om. Ho. ono.NH N coo: I ooonnnno mcH>Hno mH. oon. N mm. HHoo N N HH nnom I Ho. HmmH. N NN. moom.N N H nnom I oooonocn mcH>Hno oHnHoomm on. mmHo. m Hm. HmmH. m $mp$H30CM mCH>HnQ Hmn$C$w 0 m onooom no 0 m onosom no none noon H90 H90 Amanv Honnooo Anthv HM9C$EHn$mxm .$nmsgm H90 >9 p$nsmM$E mm masonm H0n9C00 pCm HM9C$EHn$mx$ $99 now m$n00m 9m$9l9m0m UCm m$Hnom$9m0 $0C$Hn$mx$ mCH>an m50H>$nm C$$39$9 mC0H9mH00wm< .em $H9MB 152 result of a larger number of students with the least amount of driving experience scoring the best on the Mann Personal Attitude Survey; and by a larger number of students with the most driving experience scoring the worst on the SurVey than would normally happen by chance alone. 3. There was no significant association between previous driving experience and the Siebrecht Attitude Scale for either the experimental or control groups. 4. There was no significant association between previous driving experience and the vehicle handling and traffic problems sections of the Road Test for either the experimental or control groups. 5. There was no significant relationship between pre— vious driving experience and the road problems section of the Road Test for the control group. The experi- mental group, however, had a Chi Square of over 9 points, significant at the .01 level. This relation— ship was the result of those students having the least driving experience scoring lower on this section than would normally happen by chance alone. Summary This chapter presented the findings of this investi- gation. These findings showed comparisons between.and with— in the experimental and control groups on various tests ad— ministered three times during the investigation. Also 153 presented were the mean changes and the levels of signifi— cance of these changes on the driving knowledge and driving attitude tests. Finally, correlations were made between certain selected criteria and the post—tests. In the follow— ing chapter are the conclusions and recommendations based upon these findings. CHAPTER V SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS In the preceding chapter the findings of this in- vestigation were presented. This chapter contains (1) a summary of the investigation, (2) conclusions based upon the findings, and (3) recommendations for further research. Summary Statement of the Problem It was the purpose of this investigation (1) to de— termine whether students who were taught to drive by means of six hours of instruction in the Allstate Good Driver Trainer and four hours of instruction on the multiple car off-street driving range were comparable in driving knowledge, attitude, and skill with students who received ten hours of instruction on the multiple car off-street driving range; and (2) to determine whether students who were taught to drive by means of six hours of instruction in the Allstate Good Driver Trainer, four hours of instruction on the multiple car off-street driving range, and two hours of observation and two hours of instruction behind the wheel on-the—street were comparable in driving knowledge, attitude, and skill 154 155 with students who received ten hours of instruction on the multiple car off-street driving range, and two hours of observation and two hours of instruction behind the wheel on- the~street. This investigation was designed to answer the following specific questions: 1. Do driver knowledge test scores of students trained in the AllstateGood Driver Trainer and on the range, differ significantly from similar test scores of students trained exclusively on the range, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 2. Do driver attitude test scores of students trained in the Allstate Good Driver Trainer and on the range, differ significantly from similar test scores of students trained exclusively on the range, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 3. Do driver skill test scores of students trained in the Allstate Good Driver Trainer and on the range, differ significantly from similar test scores of students trained exclusively on the range, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 4. Do driver knowledge test scores of students trained in the Allstate Good Driver Trainer, on the range, and on- the-street, differ significantly from similar test scores of 156 students trained on the range, and on-the-street, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 5. Do driver attitude test scores of students trained in the Allstate Good Driver Trainer, 0n the range, and on- the-street, differ significantly from similar test scores of students trained on the range, and on-the-street, when these students are grouped by sex, age, intellectual levels, and previous driving experience? 6. Do driver skill test scores of students trained in the Allstate Good Driver Trainer, on the range, and on—the- street, differ significantly from similar test scores of stu- dents trained on the range, and on—the-street, when these students are grouped by sex, age, intellectual levels, and previous driving experience? The Methods of Procedure East Lansing, Michigan High School was selected for this investigation on the basis of its proximity to both a range and simulator. Two instructors, one for each program, were selected on the basis of their background and ability in teaching the particular program assigned to them. One hundred and sixty-four students were selected for training. These students were all of the students who elected to take driver education at East Lansing, Michigan High School and had the same classroom instructor during the 1963—64 school 157 year, and the 1964 summer program. One-half of each class period was assigned to each program. Before either of the programs began, all students were tested with a general driving knowledge test, two spe— cific driving knowledge tests, and two driving attitude tests. The experimental group then received six hours of instruction in the Allstate Good Driver Trainer correlated with four hours of instruction on the range, while the control group received ten hours of instruction on the range alone. At the end of this instructional period all students were again tested with the same driving knowledge and driving attitude tests, and in addition, were given a driving test in the simulator, and driving skill tests on the range. All students were then given the same two hours of observation and two hours of actual driving behind the wheel on-the-street. The final testing program consisted of the same driving knowledge and driving attitude tests, plus a final road test in traffic. The groups were compared by testing the significance of the mean differences by "t" tests of critical ratios for driving knowledge, driving attitude, and driving skill. Sig— nificance of correlations between age, and intelligence quotients and the final criteria were tested by means of Pearson's Product Moment ;; and previous driving experience and the final criteria by means of Chi Square. 158 The Major Findings The following is a summary of the major findings of this investigation: 1. On the pre-tests (before the simulator and/0r range instruction) there were no significant differences between the experimental and control groups in general driving knowledge, specific driving knowledge, or in driving attitude. 2. On the mid—tests (after the simulator and/0r range instruction) there were no significant differences between the experimental and control groups in general driving knowledge, specific driving knowledge, driving attitude, or on the simulator driving test. On the range skill tests, however, there was a significant difference in favor of the control group. 3. Between the pre— and mid-tests both the experimental and control groups showed significant improvement in general driving knowledge, specific driving knowledge, and on the Siebrecht Attitude Scale. N0 significant improvement was shown for either group on the Mann Personal Attitude Survey. 4. On the post—tests (after the on—the-street in— struction) there were no significant differences between the experimental and control groups in general driving knowledge, specific driving knowledge, driving attitude, or on the traffic problems and road problems sections of the final road test. There was a significant difference, however, on 159 the vehicle handling section of the final road test in favor of the control group. 5. Between the mid- and post—tests neither the experi- mental or control groups showed significant improvement in general driving knowledge, on Part I of the specific driving knowledge test, or on the Mann Personal Attitude Survey. Sig- nificant improvement was shown by the control group on Part II of the specific driving knowledge test, and by the experi- mental group on the Siebrecht Attitude Scale. 6. Between the pre- and post-tests both the experi- mental and control groups showed significant improvement in general driving knowledge, specific driving knowledge and on the Siebrecht Attitude Scale. Neither group showed signifi- cant improvement on the Mann Personal Attitude Survey. 7. There was no significant correlation between age and any of the final criteria for either the experimental or control groups. 8. There were significant correlations for both the ex- perimental and control groups between intelligence quotients and the final administrations of the general driving knowledge test, both parts of the specific driving knowledge test, and on the Siebrecht Attitude Scale. There were no significant correlations between intelligence quotients and the final administration of the Mann Personal Attitude Survey, or on any of the three parts of the final road test. 160 9. There were significant associations for both the ex- perimental and control groups between previous driving ex- perience and the final administration of the Mann Personal Attitude Survey. The experimental group also had a signifi- cant association between previous driving experience and the road problems section of the final road test. There were no significant associations for either group between previous driving experience and the general driving knowledge test, the specific driving knowledge test, the Siebrecht Attitude Scale, or on the vehicle handling and traffic problems sections of the final road test. Conclusions and Commentary The following are the conclusions based upon the findings of this investigation. Conclusions on Programs Ex- clusive of On—the-Street Instruction 1. There was no significant difference between the simu— lator/range group and the range group in driving knowledge. Upon completion of the simulator and/or range train- ing there was no significant difference between the groups on any of the three driving knowledge tests; and both groups showed significant improvement on all three tests as a result of this training. One interesting occurrence which the writer wishes to call attention to is that the improvement 161 of the simulator/range group tended to be greater, but not significantly so, than the range group on all three of the knowledge tests. It is possible that had the scores of the three tests been combined, and considered as one knowledge test rather than as three individual tests, a significant difference in favor of the simulator/range group might have occurred. 2. There was no significant difference between the simu— latop/range group and the range group in drivinggattitude. No significant difference between groups occurred on either the Siebrecht Attitude Scale or on the Mann Personal Attitude Survey upon completion of the simulator and/0r range training; and both groups showed significant improve- ment in attitude as measured by the Siebrecht Attitude Scale as a result of this training. As expected no significant improvement was shown by either group on the Mann Personal Attitude Survey as many of the statements contained within this Survey reflect attitudes which are not subject to change over a short period of time. As with the knowledge tests, the simulator/range group tended to show a greater improvement in driving attitude than the range group (on the Siebrecht Attitude Scale), but the improvement was not suf- ficiently greater to be significant. The writer wishes to call to the attention of the reader that there is research on the Siebrecht Attitude Scale to show that increased knowledge influences the results. It is possible that the 162 improvement shown on this Scale was not the result of im— proved attitude, but merely resulted from the significant improvement in knowledge as indicated above. 3. There was no significant difference between the simu— lator/range group and the range group in general driving ability as measured by the simulator driving testipbut the range group was significantly better than the simulator/ range group in driving skill as measured by the range skill m- At the end of the simulator and/or range training the range group was definitely superior to the simulator/range group on the range skill tests. When the thirteen individual skills contained within the test were considered as one test the mean score of the range group was significantly better than the mean score of the simulator/range group. This would indicate that since the range group had more time to practice these skills they became more proficient in per— forming the skills. It might be pointed out, however, that when the writer checked the mean scores between groups on the thirteen tests individually, even though the range group tended to be better on practically all of the skills, a sig- nificant difference probably would have occurred on only two of the individual skills. These particular skills were the most complex, and were the ones that were taught towards the end of the training program. From the writer's own personal observation, students in the simulator/range program did not 163 have sufficient time to practice them. As a matter of fact, several students did not have the opportunity to practice a couple of the skills even once before the testing program began. Because of this the writer would recommend that the ratio of time spent in the simulator and on the range be changed. He would suggest that the study be repeated giving students 5 hours on the range and 5 hours in the simulator, to see if the one hour increase in range time would be suf- ficient to offset the difference in driving skill. It would also be interesting to see with the new pr0p0rtion of time (one hour less in the simulator) whether the improvement in driving attitude and knowledge of the simulator/range group would be as great. As far as the no significant difference between groups on the driving simulator test was concerned, this was somewhat unexpected. One would have expected that since the simulator/range group had six hours of instruction in the simulator compared to a one hour practice period for the range group, that the simulator/range group would have been significantly better, if for no other reason than that they would have had a better "feel" of the controls. Apparently the simulator effectively simulates a real car so that the range group was able to successfully make the transition, and apparently range instruction effectively prepares stu- dents for successful driving on—the—street as well as can be determined in a simulated situation. 164 Conclusions on Programs In— clusive of On—the-Street Instruction 1. There was no significant difference between the simu- lator/range groupgand the range group in driving knowledge. At the end of the on-the-street training there was no significant difference between groups on any of the three driving knowledge tests; and both groups showed significant improvement on all three tests as a result of the simulator and/or range, and the on-the-street training. It is inter- esting to note that for both groups most of the improvement in knowledge occurred during the simulator and/or range training with very little additional knowledge being acquired during the on-the—street training. Significant improvement was shown for both groups during the simulator and/or range instruction, whereas, during theoonrthedstreet.phaseg except for the range group on one of the tests, the improvementowas not significant. Possible explanations for this occurrence might be that the two hours of observation and two hours of driving on-the-street was so little that there was not suf— ficient information being provided that would increase the students' knowledge significantly. Secondly, since the tests before and after this phase of the training were given so close together the student might have become careless in answering the questions. It is also quite possible that the testing instruments were not sophisticated enough to de- termine any significant improvements, and finally, since the 165 mean scores on the tests were quite high after the simulator and/0r range instruction, there really was not much room left for significant improvement to occur. It might also be pointed out that at the end of the on-the-street instruction the improvement shown by the simu- lator/range group tended to be greater, but not significantly so, than the range group on all three of the knowledge tests. As indicated in the previous section it is possible that had the scores of the three tests been combined, and considered as one knowledge test rather than as three individual tests, a significant difference in favor of the simulator/range pro- gram might have occurred. 2. There was no significant difference between the simu— lator/range group and the range group in drivinggattitude. No significant difference between groups occurred on either the Siebrecht Attitude Scale or on the Mann Personal Attitude Survey at the end of the on-the-street instruction; and both groups showed significant improvement in attitude as a result of the simulator and/or range, and the on-the-street training as measured by the Siebrecht Attitude Scale. As with the knowledge tests, the simulator/range group tended to show a greater improvement in driving attitude than the range group (on the Siebrecht Attitude Scale), but the im- provement was not sufficiently greater to be significant. One interesting significant difference, however, did occur. Both groups showed significant improvement during the 166 simulator and/or range instruction, but only the simulator/ range group showed additional significant improvement on the Scale as a result of the on—the—street instruction. One would have expected that since the on—the—street instruction was the same for both groups, either both groups would have improved significantly, or neither group would have improved significantly. As pointed out in the previous section, there is research to show that increased knowledge influences the results of this Scale. It is possible that the im— provement shown on the Scale was not the result of improved attitude, but merely resulted from the significant improvement in knowledge. In addition, the fact that the simulator/ range group improved their driving attitude significantly during the on-the-street instruction, whereas the range group did not, might also be explained by this relationship, since the driving knowledge of the simulator/range group did improve more, though not significantly, than the range group. This study also shows that intelligence influences the results. When the writer correlated intelligence quotients with the final administration of the Scale, a sig- nificant correlation occurred. On the Mann Personal Attitude Survey, as expected, no significant improvement in driving attitude occurred as a result of the simulator and/0r range instruction or as a re- sult of the on—the-street instruction. As pointed out in the previous section, many of the items contained within the 167 Survey reflect attitudes which are not subject to change over a short period of time. 3. There was no significant difference between the simu— lator/range group and the range group in driving ability re- lated to traffic problems and roadgproblems; but there was a significant difference in favor of the range group on vehicle handling as measured by the final road test. The results on the final road test tend to support the findings of the simulator road test and the range skill tests. As far as general driving ability was concerned, there was no difference between groups as determined by the simulator driving test administered at the completion of the simulator and/or range training and as determined by the traffic problems and road problems section of the final road test administered upon completion of the on—the-street in- struction. There was a difference, however, in favor of the control group in the ability to skillfully handle a vehicle as evidenced by the range skill tests administered at the end of the simulator and/or range instruction, and as de- termined by the vehicle handling section of the final road test administered after the on—the-street instruction. Whether this differenCe would disappear if the simulator/ range group was given one additional hour on the range and one hour less in the simulator as suggested in the previous section, or whether a little additional time on—the—street 168 must be given to the simulator/range group must still be determined. In conclusion, whether one program is better than the other, either exclusive or inclusive of the on-the-street instruction, depends upon what the individual driver edu- cation instructor feels is most important in driver edu- cation. If he feels that attitudes and knowledge are more important than skill, then the results of this study would tend to favor the simulator/range program. If the instructor feels that skill is more important than attitudes and knowledge, then the study would tend to favor the range pro- gram. If the instructor feels that attitudes, knowledge, and skill are of equal importance, then the study would tend to indicate that there is no significant difference between programs, in that the simulator/range program is slightly stronger in certain aspects and the range program stronger in others, with the strengths and weaknesses tending to cancel each other. A final point worth considering is that as students gain more experience through additional practice driving, driving skill is likely to increase, whereas, improvement in driving knowledge and driving attitude is not as likely to occur. It would have been interesting to see how the groups would have compared in driving skill if the road test could have been administered again two months after the training programs were completed. 169 Recommendations The following research on combination simulator/ range programs is recommended. 1. Determine how the simulator/range program compares with the traditional six hour on—the-street program. 2. Determine how the simulator/range program compares with the traditional simulator program. 3. Determine how the simulator/range program compares with a range program when the range facility is nothing more than a parking lot with painted lines and traffic cones. 4. This investigation should be repeated taking into consideration: a. the effects of various combinations of hours on the range and in the simulator. b. the effects of showing the simulator films in various sequences. c. The effects of different ways of correlating the simulator with the range, including giving all of the simu— lator instruction before the range instruction, and vice versa- d. the effects of the simulator/range when students had no previous driving experience and no classroom work to determine how the program alone increases knowledge and im— proves attitudes. 170 e. the effect of the simulator/range program when the simulator is not only correlated with the range, but also with the on-the-street instruction. BIBLIOGRAPHY Books American Automobile Association. <§portsmanlike Driving. Washington, D. C.: The Association, 1955. Brazell, Robert E. A Comparison of Various Behind-the-Wheel Training Methods. Detroit: Automobile Club of Michigan, 1962. Garrett, Henry E. Statistics in Psychologypand Education. New York: Longmans, Green and Company, Inc., 1958. Siebrecht, Elmer B. Manual of Directions Siebrecht Attitude Scale. New York: Center for Safety Education, New York University. Stehman, Ivan J., et al. Immediate Standardized Learning Reinforcement to a Complex Mental-Motor Skill _LDriver Training) Using Electronically—Coordinated Motion Pictures. Harrisburg, Pa.: John Harris High School. Publications of Organizations American.Association of Motor Vehicle Administrators. lg 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. Instructions for Sportsman- like Drivinngests. washington, D. C.: American Automobile Association, 1960. Insurance Institute for Highway Safety. Sixteenth Annual. National High School Driver Education Awards Program. Washington, D. C.: Insurance Institute for Highway Safety, 1964. 171 172 Insurance Institute for Highway Safety. Seventeenth Annual National High School Driver Education Awards Program. Washington, D. c.: Insurance Institute for Highway Safety, 1965. National Commission on Safety Education. Policies and Practices for Driver and Traffic Safety Education. Washington, D. C.: National Commission on Safety Education, 1964. National Commission on Safety Education. Research Needs in Traffic Safety Education. Washington, D. C.: National Commission on Safety Education, 1956. National Safety Council. Accident Facts. Chicago: National Safety Council, 1957. National Safety Council. Accident Facts. Chicago: National Safety Council, 1964. Unpublished Materials Bishop, Richard W. "Evaluating Simulator Instruction for Accomplishing Driver Education Objectives." Tallahassee: The Florida Institute for Continuing University Studies, 1963. (Mimeographed.) Nolan, Robert O. "A Comparative Study of the Teaching Ef- fectiveness of the AEtna Drivotrainer and the Multiple Car Off-Street Driving Range." Unpublished Doctoral thesis, Michigan State University, E. Lansing, 1965. Lesson "UMUOW? Lesson A. B. Lesson A. B. Lesson A. B. Lesson A. B. Lesson A. B. C. Lesson A. B. C. Lesson A. B. APPENDIX A INSTRUCTIONAL LESSONS MULTIPLE CAR OFF-STREET DRIVING RANGE Pre-ignition procedure Starting procedure Stopping procedure Steering procedure Driving forward and backward Driving around area — Left turn procedure II Lane changing Review procedures from Lesson I III "T" exercise Two—way traffic - Right turn procedure IV "X" exercise Figure "8" V Stopping and starting on hill Maintaining safety VI Traffic signal Garage exercise Individual work with students that are behind VII Parking on an upgrade with a curb Parking on a downgrade with a curb Individual work with students that are behind VIII Angle parking Individual work with students that are behind 173 174 Lesson IX A. "Y" turn B. Individual work with students Lesson X A. Parallel parking B. Individual work with students Lesson XI A. Passing B. Individual work with students Lesson XII A. Review of all past exercises B. Individual work with students that that that that are are are are behind behind behind behind 175 LESSON I Aims and objectives: .A. B. C. D. E. F. Procedure: A. Explain pre-ignition procedure Explain starting procedure Explain stopping procedure Explain steering procedure Driving forward and backward Driving around area - Left turn procedure Pre—ignition procedure \IONU'l-thl-J Enter car from curb side Put key into ignition Adjust seat and mirrors Check doors, open one window Fasten seatbelt Parking brake set Gear selector lever in "Park" Starting procedure \OCDQO‘U‘l-wal-J Foot on brake Selector lever to "Neutral" or "Park" Key to "On" position Check all gauges Depress gas pedal slightly Key to "Start" position When engine starts, release key and gas pedal Recheck all gauges Selector lever to "Drive" Release parking brake Check traffic - front, sides, and rear Signal Check over left shoulder Apply soft gas, proceed cautiously Stopping procedure \lO‘U‘lnfiWNI-H Check traffic behind with mirrors Signal Release gas pedal Apply soft brake After st0pping, put selector lever in "Park" Set parking brake Key to "Off" position 8. 9. 176 Remove key Leave car by curb side D. Steering procedure Forward - hands at 10-2 position Backward - right hand on back of seat, left hand on t0p of wheel, look over right shoulder at distant target 1. 2. E. Driving forward and.backward Purpose of this exercise is to get the feel of the car. Procedure: 1. 2. a. (DCLO 0 Drive forward to first flag line using correct starting and stopping procedures Drive forward to second flag line Back to first flag line Back to starting point Continue same procedure, check to see who is having trouble Points to emphasize: (DCIOCTm :7ch Car control Smooth, gentle acceleration Smooth, even braking Stopping even with line Turn in the direction you want to go for both forward and backward When backing aim at a distant target When backing car should be creeping slowly Look to rear as long as car is moving to the rear F. Driving around area - Left turn procedure Start first student around area counter clock- wise, talking him through the proper procedure by using the loud speaker while others observe. Procedure for left turns 1. i. j. :TmzHI$£L()U‘m Check mirror Signal” Position vehicle Reduce speed Brake Check traffic Turn - hand-over-hand technique Unwind by allowing wheel to slip through hands (Power steering must be turned back) Enter pr0per lane Accelerate about % way through turn Points to emphasize: a. b. C. Maintain four car-lengths apart When the car in front of you stops, you st0p Even acceleration and braking 177 d. Signal and slow down for all turns e. Use hand-over-hand steering technique f. Maximum speed of 10 m.p.h. 4. Start whole group keeping them about four car— lengths apart. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Pre-ignition procedure Starting procedure Stopping procedure Steering procedure Backing Following distance Left turns Evaluation: Check daily progress card for each student 178 LESSON II Aims and objectives: A. Explain, then demonstrate lane changing B. Review procedures from Lesson I Procedure: A. Lane changing 1. Point out on range the different areas where lane changes are required (See diagram) 2. Procedure to be used in making a lane change: a. Check rear view mirrors b. Signal c. Visual check over shoulder in direction you anticipate moving d. If safe, turn into the appropriate lane in- creasing acceleration slightly 3. Points to emphasize: a. Be sure it is safe before changing lanes — check mirrors and blind spot b. Let other drivers know you are about to change lanes - signal c. Don't pull out too sharply d. Be sure to increase speed as you change lanes 4. Demonstrate by talking a student through the pr0per procedure by using the loud speaker while others observe. B. Review procedures 1. 2. 3. 4. Materials: Return to cars and prepare to start Talk students through pre—ignition procedures over the loud speaker Check starting procedures as they start engine Start students around area counter-clockwise Loud Speaker Cars lined up as shown in diagram Flags set up as shown in diagram 179 Things to look for: Maintaining following distance Proper signals Hand-over-hand turning Lane changing Critical corner Left turns Stop signs Car control Evaluation: Check daily progress card for each student 180 LESSON III Aims and objectives: A. Explain, then demonstrate the "T" B. Two—way traffic — Right turn procedure Procedure: A. "T" exercise 1. Purpose of the "T" is to teach distance judgment, backing in a straight line, and handling the car in a tight place. 2. Procedure for "T" exercise: a. Making correct signal before entering "T" b. Turn into pr0per lane c. Signal for left turn d. Drive forward slowly; stop 1 foot from flag with car centered on flag; move forward slowly until bumper is 3 inches from flag e. Back (using proper procedure as outlined in Lesson I) and st0p when back bumper is 1 foot from flag with car centered on flag; move car slowly until car is 3 inches from flag f. Leave exercise by correct lane, using correct signals g. Stop before entering street 3. Points to emphasize a. Car control (Coordination of acceleration and braking) b. Car should be moved very slowly both forward and backward c. When backing look over right shoulder with right arm on back of front seat d. Look to rear as long as car is moving to the rear e. Only one person in the exercise at a time 4. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. B. Two-way traffic - Right turn procedure 1. Move students out alternating them between clock- wise.and counter-clockwise. 2. Procedure for right turn o.otr$ Position car Check mirror Signal Control speed 181 Brake Check traffic Turn - hand-over-hand technique Unwind by allowing wheel to slip through hands (Power steering must be turned back) . Enter proper lane j. Accelerate about 8 way through the turn 3. Points to emphasize: a. Stay on your own side of center line b. Maintain four car lengths between you and the car in front of you c Signal and slow down for all turns d. Proper lane position for turns e Only one car should be in the northeast corner at a time f. Use hand-over-hand steering technique g. Maximum speed of 15 m. p. h. 4. As students drive around area check that they are lane changing when required. 5. Have someone in the "T" at all times. 6. At end of period, check stopping procedures as they turn off engines. UKIHHD Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Maintaining following distance Pr0per signals Hand-over—hand turning Lane changing Critical corner Left and right turns Stop signs Car control Evaluation: Check daily progress card for each student 182 LESSON IV Aims and objectives: A. Explain, then demonstrate the "X" B. Explain, then demonstrate the figure "8" Procedure: A. llxll 1. 2. exercise Purpose of the "X" is to teach skills in turning, backing and distance judgment. Procedure for "X" exercise: Signal intention to turn Enter correct lane (See diagram) Signal for turn, then turn Hand-over-hand turning St0p smoothly, 3 inches from flag and centered on flag Back smoothly into correct lane, (see diagram) and stop 3 inches from flag and centered on flag g. Stay off yellow lines h. Signal and stop when leaving Points to emphasize a. Car control b. When backing aim at a distant target c. When backing look in the direction you are turning d. When leaving exercise it is necessary to stay close to left side to be able to make the sharp right turn e. Stop and turn right only when leaving f. Only one person in the exercise at a time Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. (DDJOKTN H'I B. Figure "8" exercise 1. 2. Purpose of the figure "8" is to develop hand- overehand steering, judgment and car control Procedure for figure "8" exercise: a. Signal and always enter from right (See diagram) Maintain steady speed Hand-over-hand turning Keep car between lines at all times Stop and signal before leaving mcnotr 183 3. Points to emphasize: Car control Aim high in steering Hand-over—hand steering technique Stop and turn right only when leaving exercise e. Only one person in the exercise at a time 4. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. 5. Move students out by alternating them between clockwise and counter-clockwise. mtutrm Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Signaling St0p signs Correct turns Correct lane changes Evaluation: Check daily progress card for each student as they complete an exercise 184 LESSON V Aims and objectives: A. B. Procedure: A. Open hill, explain dangers involved with hill Maintain safety on range Stopping and starting on hill 1. Purpose of the hill is to teach pr0per judgment in turning on a curve and the correct method of starting and stopping on a hill. Procedure to be followed: Stopping a. Check rear view mirror b. Signal c. Stop, put into "Park" and set brake Procedure to be followed: Starting Foot on foot brake firmly Put selector lever in "Low" Release parking brake Light pressure on gas pedal Release foot brake When car is past hill move selector lever into "Drive" Points to emphasize: a. Must reduce speed to negotiate turn b. Stay on your own side of center line c. When leaving hill and travelling in a clock- wise direction stop should be made so that car is perpendicular to intersecting street d. Don't hold car with accelerator on hill e Be sure to accelerate slightly before re— leasing foot brake f. Only one person should be on the hill at a time Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. Move students out by alternating them between clockwise and counter-clockwise. Keep someone in all the previously demonstrated exercises at all times. P110040 U‘OJ Maintain safety on range 1. Due to more exercises being opened, care of driving on the range should be stressed. By this time some students may be over confident or careless. Check speed and following distance. 185 Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Open hill Rotate cars today Things to look for: Signaling Stop signs Correct turns Correct lane changes Do not let cars meet on hill or northeast corner Evaluation: Check daily progress card for each student as they complete an exercise 186 LESSON VI Aims and objectives: A. Traffic signal B. Explain, then demonstrate the garage exercise C. Individual work with students that are behind Procedure: A. Traffic signal 1. 2. 3. Caution students that the traffic signal is operating Emphasize proper stopping position Suggest that students approach the light from all directions and try the various movements from each direction (right turn, left turn, straight ahead) B. Garage exercise 1. The purpose of the garage exercise is to acquaint students with turning into narrow drive- ways, getting into an offset garage and backing out into a street in the proper lane. Procedure for garage exercise: a. Give proper signal and check traffic conditions b. Turn into driveway, hand-over-hand steering 0. Enter garage Slowly, left side first (see diagram) d. Back slowly to rear. Left hand on top of wheel; right arm on seat e. St0p before entering street; check traffic; back into correct lane f. Drive into driveway again, this time parking in the right side of garage g. Follow same backing procedure as before only back out in opposite direction this time and into correct lane; stop and check traffic before entering street Points to emphasize: a. Student must decide which lane he plans on backing into before beginning his backing movement b. fStay close to the left side when backing into . the far lane c. Stay close to the right side when backing into the near lane 187 d. Always back into the lane in which you ex- pect to travel e. Stop and look in both directions before leaving exercise f. Only one person in the exercise at a time 4. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. 5. Move students out by alternating them between clockwise and counter—clockwise. Keep someone in all the previously demonstrated exercises at all times. C. Individual work with students that are behind 1. Make sure all students are up to date at this point; check all daily progress charts; give individual help when needed. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Watch for students "following the leader" Have someone in exercise areas at all times Look for opportunities to suggest defensive driving tips Make sure students are using all the streets Evaluation: Check daily progress charts; try to get all students through exercises covered up to this point 188 LESSON VII Aims and objectives: A. To teach correct method of parking on an upgrade with a curb B. To teach correct method of parking on a downgrade with a curb C. Individual work with students that are behind Procedure: A. Parking on an upgrade with a curb l. The purpose of teaching correct parking on an upgrade is to prevent a car from rolling into the path of traffic in the event the parking brake should not hold. 2. Procedure for parking on an upgrade with a curb: a. Check rear view mirror and signal for st0p b. Pull over to within 6 inches of curb and stop c. Let car roll back slowly, turning wheel to the left until tire strikes curb lightly d. Shift to drive and move about 1" from curb to relieve pressure on tires e. Put selector lever into "Park"; set parking brake: turn off ignition; then release foot brake 3. To get car into motion after parking on upgrade: a. Follow starting procedure as outlined in Lesson I b. Caution students to remember that wheel is turned to the left 4. Points to emphasize: a. Swing front end out slightly before st0pping b. Ease back slowly into curb c. Turn wheels only when car is in motion d. Only one person should be on the hill at a time 5. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. B. Parking on a downgrade with a curb l. The purpose of teaching parking on a downgrade is to prevent a car from rolling into the path of traffic in the event the parking brake should not hold. 189 Procedure for parking on a downgrade with a curb a. Check rear view mirror and signal for stop b. Pull over to within 6 inches of curb and stop c. Let car roll forward slowly, turning wheel to right until tire strikes curb lightly d. Put selector lever into "Park"; set parking brake; turn off ignition; and release foot brake To get car into motion after parking on downgrade: a. Follow starting procedure as outlined in Lesson I b. Back up a few feet to straighten wheels c. Check traffic, signal, and move out Points to emphasize: a. Ease forward slowly into curb b. Turn wheels only when car is in motion c. Only one person should be on the hill at a time Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. Move students out by alternating them between clockwise and counter—clockwise. Keep someone in all the previously demonstrated exercises at all times. C. Individual work with students that are behind 1. Materials: Make sure all students are up to date at this point; check all daily progress charts; give individual help when needed. Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Rotate cars today Things to look for: Some students may have difficulty getting close enough to curb in hill parking Check for signals Watch for students turning wheels while car is standing still Evaluation: Check daily progress charts 190 LESSON VIII Aims and objectives: A. To teach correct method of angle parking B. Individual work with students that are behind Procedure: A. Angle parking The purpose of teaching angle parking is to acquaint students with the correct procedure of parking. Procedure for angle parking: 1. a. b. C. d. e . f. 9'. Check traffic with rear view mirror Signal intention to slow down Slow down and move car as far to the left as you can in your lane of traffic When front bumper is even with the first line extended, turn at average speed, hand- over-hand As car moves into center of space, straighten wheels Let car roll slowly, until tire touches curb lightly and back off slightly Follow procedure as outlined in Lesson I for turning off engine Leaving angle parking space a. b. C . e . f. 9 Start engine as outlined in Lesson I Move car straight back using correct steer— ing method; slow speed When car is out far enough for driver to check traffic, st0p and check both left and right When clear, continue backing and when left front will clear car on the left, turn wheel sharply to right Back into correct lane and straighten wheel before stopping Do not cross lane line Move forward Points to emphasize: a. b. c. Car control Approach space at a slow speed watch left front and right rear fenders. Student should be instructed to back off if he is getting too close to parked car on right or left 191 d. When parked, car should be centered in space, parallel to lines, with right front wheel about 1" from curb e. When backing out creep straight back very slowly and stop when you can see both ways down the street f. Do not cross center line into next lane 5. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. 6. Move students out by alternating them between clockwise and counter-clockwise. Keep someone in all the previously demonstrated exercises at all times. B. Individual work with students that are behind 1. Make sure all students are up to date at this point; check all daily progress charts; give individual help when needed. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Check for signals Car control as students enter and leave parking stall Check that students are stopping and checking traffic as they leave parking stall Check that students back into the correct lane Evaluation: Check daily progress charts 192 LESSON IX Aims and objectives: A. B. C. Explain, then demonstrate the turn around or "Y" turn Remind students to be thinking and looking ahead in their driving Individual work with students that are behind Procedure: A. "Y" turn 1. Purpose of the turn around is to teach car control and handling; being able to turn around in the width of the road in case there is no other means available. 2. Procedure for "Y" turn Signal on entering St0p in right lane Signal for left turn Check traffic left and right before moving to left Full left, hand—over-hand St0p about 18" from curb Let car roll up to curb turning right Move to rear continuing right, turn hand— over-hand, watching over right shoulder . Stop about 18" from curb j. Turn wheels left as you complete backing slowly k. Move car forward turning left, hand-over-hand l. St0p and signal before leaving 3. Points to emphasize: a. Car control b. Car must be parked as close to curb as possible c. Car must be driven slowly, while turning the wheel rapidly d. Turn wheels only when car is moving e When backing look in the direction you are turning f. Look to rear as long as car is moving to the rear ' 9. Avoid hitting curbs--touching is permitted h. Only one person in the exercise at a time 4. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. onutfm Stat-hm 193 5. Move students out by alternating them between clockwise and counter-clockwise. Keep someone in all the previously demonstrated exercises at all times. B. Remind students to be thinking and looking ahead in their driving C. Individual work with students that are behind 1. Make sure all students are up to date at this point; check all daily progress charts; give individual help when needed. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Rotate cars today Things to look for: Watch for car control Watch for students turning wheels while car is standing still Evaluation: Check daily progress charts 194 LESSON X Aims and objectives: A. Explain, then demonstrate parallel parking B. Individual work with students that are behind Procedure: A. Parallel parking 1. The purpose of teaching parallel parking is to acquaint sutdents with the correct procedure of parking. Procedure for parallel parking: a. Approach in correct lane b. Slow speed c. Signal d. Brake slightly e. Stop 2 feet away and parallel to the other car with your back bumpers even f. Back slowly and slowly turn wheels all the way to the right 9. At approximately a 45 degree angle start turning wheels slowly to the left while continuing to the rear ' h. When front bumper of your car is even with the rear bumper of the other car, turn sharply to the left 1. Stop before touching rear car j. Move forward slowly; straighten wheels; and center car Leaving parking area a. Back slowly and stop just before hitting rear car ' Signal Check traffic over shoulder Move forward slowly turning hard to the left Enter nearest lane Straighten wheels and proceed oints to emphasize: Car control Correct stopping position is important. If this is off, the procedure will not work correctly q. Creep back slowly and stop at check points—— 450 angle and when front bumper is even with rear bumper of front car d. Driver should continually check right front fender until his car clears front car U'W'UH'IQQJOU' 195 e. Turn wheel only when car is in motion f. When parked, car should be 6" from curb, parallel to curb, centered in space, with front wheels pointed straight ahead g. When leaving, driver must watch right front fender 5. Demonstrate by talking a student through the proper procedure by using the loud speaker while others observe. 6. Move students out by alternating them between clockwise and counter-clockwise. Keep someone in all the previously demonstrated exercises at all times. B. Individual work with students that are behind 1. Make sure all students are up to date at this point; check all daily progress charts; give individual help when needed. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Check car control Check that stUdents are signalling before entering and leaving parking stall Watch for students turning wheels while car is standing still Evaluation: Check daily progress charts 196 LESSON XI Aims and objectives: A. To teach passing on the open road B. Individual work with students that are behind Procedure: A. Passing l. The purpose of the lesson is to teach the pr0per procedure for passing on the Open road. 2. Procedure for passing: a. b. C. d. e. f. g. h. Check for passing distance Check for following traffic in rear view mirrors Signal for left turn Sound horn, check blind spot and move into left lane Accelerate to pass car Stay in left lane Check rear view mirror for car you are pass- ing-—when you can see him, signal right, pull back into right lane Adjust speed 3. Points to emphasize: a. b. C. (DO; Front car should be travelling between 5 and 7 m. p. .h. Be sure it is safe before passing — check front, rear, and blind spot Let other drivers know you are about to pass - signal with directional signal and horn Don‘t pull out too sharply Don't decrease acceleration until you are back in your own lane When you can see the car you have just passed in the rear view mirror, signal and return to your own lane Avoid cutting back too soon or too sharply 9 4. Start with two cars for demonstration; have one going slow for passing. 5. After all students have had an Opportunity to pass and be passed, have them work in areas in which they feel they need additional practice. B. Individual work with students that are behind 1. Make sure all students are up to date at this point; check all daily progress charts; give individual help when needed. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Rotate cars today Things to look for: Make sure Watch for Watch for Watch for Evaluation: students students students students 197 are using the correct signals turning out too sharply weaving in left lane cutting in too soon and too sharply Check daily progress charts 198 LESSON XII Aims and objectives: A. Review of all past exercises B. Individual work with students that are behind Procedure: A. Review of all past exercises 1. Students should try to review every exercise on the range. 2. Students should try tornork in areas in which they feel they need additional practice. B. Individual work with students that are behind 1. Check all daily progress charts; give individual help when needed. Materials: Loud speaker Cars lined up as shown in diagram Flags set up as shown in diagram Things to look for: Watch for individual problems Evaluation: Check daily progress charts II. III. IV. APPENDIX B INSTRUCTIONAL LESSONS ON—THE-STREET Country Driving - Park Lake Road Trip City Driving - Capitol Trip Highway Driving — Williamston Trip Freeway Driving — I 96 Trip The following lessons are designed to give the students a variety of driving experiences to which they may apply that which has been learned on the range and/ or in the driving simulator. Each route is specifically laid out. For ease of use, the lessons have been out— lined with the following design: 1. The capital letters give the route to be followed. The numbers give the experiences that will be encountered. These experiences generally are in relation to physical features, i.e., roads, signals, signs, and markings. Other experi- ences in relation to traffic will also be en- countered and these should be pointed out as they occur. (Some experiences will be en- countered several times but they are listed only once for each segment of the trip.) The small letters are suggested comments that can be given by the instructor or questions that can be asked of the student(s). These are by no means exhaustive but merely suggestions of the kinds of things that can be pointed out. 199 200 The instructor should be responsible for help- ing the student bridge the gap between what he has learned on the range or in the simulator, and what he will encounter on the street. This can be done most effectively by making a comment such as: "The pro- cedure for this right turn is exactly as you did it in the simulator." or "The procedure for a lane change is exactly as you did it on the range." etc. 201 LESSON I Country Driving — Park Lake Road Trip A. Begin at curb in front of school and proceed to Old Hickory Lane 1. Pre-ignition procedures a. Entering car on curb side b. Importance and necessity of car adjustments c. Importance of seat belts 2. Starting procedures a. Signalling before leaving curb b. Looking over left shoulder before pulling out B. Turn left onto Old Hickory Lane and proceed to Saginaw Street (M 78) 1. Left turn from 2-lane street to 2-1ane street a. Signalling for turns - % block ahead b. Proper lane position for stop c. Proper stopping position in relation to sign d. Proper lane to turn into e. Use of hand-over-hand steering technique 2. Yield right—of—way situation (Yield sign) a. Checking left-right—left at yield sign b. Yielding to traffic from both sides 3. Sharp turn to right and left (S curve) a. Control of speed b. Staying in own lane C. Turn right onto M 78 and proceed to Park Lake Road 1. Right turn from 2-lane street to 4-lane un- divided highway a. Signalling for turn - % block ahead b. Proper distance to st0p from highway c. Stopping perpendicular to highway for good view of both directions d. Proper lane to turn into — nearest lane going in the direction you wish to go e. Accelerating to highway speed f. Reduced speed zone on highway 2. 4-lane divided highway, 65/55 speed limit a. Pr0per lane to drive in b. Pr0per driving speed c. Maintaining even speed d. Correct following distances 3. Flashing yellow light a. Meaning of light b. What a person should do and look for D. 202 4. Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes Turn left onto Park Lake Road and proceed to Coleman Road (about % mile beyond Ingham Co. - Clinton Co. line) 1. Left turn from 4-lane divided highway to 2-lane road a. Need to signal well in advance on highways b. Pr0per use of deceleration lane c. Proper method of lining up in median 2. Stopping at bottom of steep hill a. Proper method of braking on steep hill b. Proper stopping position in relation to Sign c. Dangers involved with limited side vision 3. Sharply crowned blacktop road; low, narrow shoulders; no escape route; deep ditches; trees, etc. a. Dangers involved with this type of road b. Effect of side slope on steering and braking c. Need for reduced speed 4. Sharp left and right turns a. Importance of reducing speed for sharp turns b. Effect of centrifugal force on sharp turns 5. Steep upgrades and downgrades a. Importance of staying on own side of road on upgrades b. Effects of gravity on hills in relation to speed and stopping distances 6. Curve speed limit situation (25 m.p.h.) a. Meaning of sign b. Why sign is placed there Turn right onto Coleman Road and proceed to Kaiser Road (white church on left) 1. Right turn from 2-lane road to 2-lane road a. Signalling for turns - % block ahead b. Need for reducing speed before turning c. Pr0per lane to turn into d. Use of hand-over-hand steering technique 2. Narrow, hilly, bumpy, gravel road a. Effects of bumpy gravel road on car control b. Effects of bumpy gravel road on st0pping distances c. Importance of not getting too close to side of road in loose gravel F. 203 d. Staying on own side of road on sharp up- grades e. Staying well behind other traffic - stone chips f. How to handle dust in summer Turn right onto Kaiser Road, cross M 78. Kaiser Road will merge into Okemos-Haslett Road. Proceed to Haslett Road in Haslett. (At flashing red signal) 1. Right turn from 2-lane road to 2-lane road a. Signalling for turns - % block ahead b. Need for reducing speed before turning c. Pr0per lane to turn into d. Use of hand-over-hand steering technique 2. St0pping at highway (M 78) a. Proper distance to stop from highway b. Stopping perpendicular to highway for good View in both directions c. Hill to left, short sight distance - 65/ 55 m.p.h. speed limit on highway 3. Yield sign in median a. Meaning of yield sign b. Proper method of lining up in median 4. Cross roads sign a. What does the sign mean b. What should a person do and look for 5. Traffic signal and flashing red arrow a. Proper state of mind when approaching signal ‘ What does the red arrow mean Meaning of yellow light Does the green mean go When the light changes to green what should a driver do before proceeding 6. 4-way st0p and flashing red light situation a. What does the sign mean b. Who should proceed first c. Dangers involved with this kind of signing d. What does the flashing red light mean mCLOIT Turn right Onto Haslett Road and proceed to Green- crest Avenue just beyond Eastern Orthodox Church 1. Right turn from 2-lane road to 2—lane road 2. 50 mile per hour speed limit 3. Fire station caution sign 4. Private drives entering street a. Need for continually looking from side to side 5. Yellow no passing lines; do not pass; and pass with care signs a. Emphasize use of these when anticipating passing 204 b. Have student tell when it is safe to pass and not safe to pass in relation to these signs and markings 6. Change from 2-lane road to 3-lane road (center lane for passing and left turns) a. Dangers involved with this kind of road b. When it is safe to and not safe to pass Turn right onto Greencrest Avenue and into church parking lot to change drivers 1. Right turn from 3-lane road to 2-lane street a. Proper lane to turn from - extreme right lane 2. Stopping procedure a. Importance of placing car in "Park" and setting parking brake b. Leaving car on curb side Begin in church parking lot and proceed to Haslett Road 1. Pre-ignition procedures a. Entering car on curb side b. Importance and necessity of car adjustments 0. Importance of seat belts 2. Starting procedures Turn left onto Haslett Road and proceed to Okemos— Haslett Road (at flashing red signal in Haslett) 1. Left turn from 2-lane street to 3—lane road a. Proper lane to turn into b. Dangers involved with this kind of road c. When it is safe to and not safe to pass 2. Cross roads sign a. What does the sign mean b. What should a person do and look for 3. Yellow no passing lines; do not pass; and pass with care signs a. Emphasize use of these when anticipating passing b. Have student tell when it is safe to pass and not safe to pass in relation to these signs and markings ’ 4. Private drives entering street a. Need for continually looking from side to side 5. 50 mile per hour speed limit 6. Fire station caution sign 7. 4-way stop and flashing red light situation a. What does the sign mean b. Who should proceed first c. Dangers involved with this kind of signing d. What does the flashing red light mean K. M. 205 Turn left onto Okemos-Haslett Road; keep left at Y junction, cross M 78 and proceed to Coleman Road 1. Turn Lake Turn Left turn from 2—lane road to 2-lane road a. Signalling for turns - % block ahead b. Proper position for stop 0. Proper stopping position in relation to sign d. Pr0per lane to turn into Traffic signal and flashing red arrow a. Proper state of mind when approaching signal What does the red arrow mean Meaning of yellow light Does the green mean go When the light changes to green what should a driver do before proceeding Turn sign and sharp turn a. What the sign means b. Importance of reading road signs' St0pping at highway (M 78) a. Proper distance to stop from highway b. St0pping perpendicular to highway for good view in both directions Yield sign in median a. Meaning of yield sign b. Proper method of lining up in median c. Hill to right, short sight distance - 65/55 m.p.h. speed limit on highway minotr left onto Coleman Road and proceed to Park Road Left turn from 2-lane road to 2—lane road Blacktop road changing to gravel.road Narrow, hilly, bumpy, gravel road a. Effects of bumpy gravel road on car control b. Effects of bumpy gravel road on stopping distances c. Importance of not getting too close to side of road in loose gravel d. Staying on own side of road on sharp upgrades e. Staying well behind other traffic - stone chips f. How to handle dust in summer left onto Park Lake Road and proceed to M 78 (Saginaw Street) 1. Left turn from 2-lane road to 2—lane road a. Proper stopping position in relation to sign b. Need to creep out after stopping - limited View from right side N. Turn 206 Sharply crowned blackt0p road; low, narrow shoulders; no escape route; deep ditches; trees, etc. a. Dangers involved with this type of road b. Effect of side lepe on steering and braking 0. Need for reduced speed Sharp left and right turns a. Importance of reducing speed for sharp turns b. Effect of centrifugal force on sharp turns Steep upgrades and downgrades a. Importance of staying on own side of road on upgrades b. Effects of gravity on hills in relation to speed and stopping distances Curve speed limit situation (25 m.p.h.) a. Meaning of sign b. Why sign is placed there Stopping at Lake Lansing Road a. Dangers involved with limited side vision right onto M 78 and proceed to Old Hickory Lane Right turn from 2—lane road to 4—lane divided highway a. Proper distance to stop from highway b. Stopping perpendicular to highway for good View in both directions c. Proper lane to turn into - nearest lane going in the direction you wish to go d. Accelerating to highway speed 4-lane divided highway, 65/55 speed limit a. Proper lane to drive in b. Pr0per driving speed c. Maintaining even speed d. Correct following distances Speed limit 50 ahead situation a. Meaning of sign b. When does the reduced speed limit begin Flashing yellow light a. Meaning of light b. What a person should do and look for Merging traffic from left a. What a person must be careful of in this situation b. Why a person shouldn't pass here c. Proper lane use — get away from merging traffic Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes 207 7. Divided highway changing to undivided 0. Turn left onto Old Hickory Lane and proceed to road turning into school 1. Left turn from 4—lane undivided highway to 2- lane street a. Need to signal well in advance on highways b. Proper lane to turn from - extreme left lane c. Yielding to oncoming traffic 2. Sharp right and left turn (S turn) a. Control of speed b. Staying in own lane 3. Yield right—of-way situation (Yield sign) a. Checking left-right-left at yield sign b. Yielding to traffic from both sides P. Turn right into school and park by curb 1. Right turn from 2-lane street to 2-1ane street 2. Parking by curb Checking traffic behind before stopping Proper signal for stopping by curb How to judge distance from curb Turning wheels into curb on downgrade with curb Turning wheels away from curb on upgrade with curb f. Turn wheels toward side of road on both upgrades and downgrades when there is no curb 3. Stopping procedure a. Importance of placing car in "Park" and setting parking brake b. Leaving car on curb side QIOU‘OJ CD NOTE: If time is running short, stop in a convenient place when the period is half over, change drivers, and follow the route back. If there is some extra time, try some parallel parking. It is important to get the students back to school on time. 208 LESSON II City Driving — Capitol Trip A. Begin in angle parking stall in front of school and proceed to Old Hickory Lane 1. Pre-ignition procedures a. Importance and necessity of car adjustments b. Importance of seat belts 2. Starting procedures a. Creeping out until driver can see b. Yielding to traffic on the street c. Watch right front fender d. Backing into correct lane B. Turn right onto Old Hickory Lane and proceed to Burcham Drive - 1. Right turn from 2-lane street to 2-lane street a. Signalling for turns - % block ahead b. Proper lane position for stop c. Proper stopping position in relation to sign d. Proper lane to turn into e Use of hand-over-hand technique C. Turn right onto Burcham Drive and proceed to Abbott Road 1. Right turn from 2—lane street to 4-lane street a. Need to creep out for better View of left side after stopping in correct position in relation to st0p sign b. Proper lane to turn into — nearest lane going in the direction you wish to go 2. 25 m.p.h. speed limit a. Watch speed carefully - there is a tendency to go faster than the limit on this wide 4-lane street 3. Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes D. Turn left onto Abbott Road and proceed to Grand River Avenue 1. Left turn from 4-lane street to 4—lane street a. Proper lane to turn from - extreme left lane b. Pr0per lane to turn into - nearest lane going in the direction you wish to go 209 Why should students remain in the left lane after turning - right lane changes to parking in a couple of blocks and this avoids a lane change to right and then having to come back again to the left 2. Traffic signal a. (DCLO U Proper state of mind when approaching signal Correct stopping position Meaning of yellow light Does the green mean go When light changes to green what should a driver do before proceeding 3. Overhead signs and lane markings for proceeding onto or across Grand River Avenue a. b. Right lane for right turn only Left lane for right turn or going straight - student should be in left lane so he is in the proper position for the next maneuver Turn right onto Grand River Avenue (M 43) and pro— ceed to Michigan Avenue (M 143) (1% blocks away - Y intersection - Grand River Avenue goes straight and Michigan Avenue angles off to the left) 1. Right turn from 4—lane street to 6-lane divided highway 3. b. Proper lane to turn from - extreme left lane Proper lane to turn into - either of the two extreme left lanes — this maneuver puts student in the proper position for following Michigan Avenue Eliminates necessity of having to lane change across 1 or 2 lanes after turn is completed - this would have had to be done in 1% blocks which is an impossibility in heavy traffic As student turns he should be cautious of cars on his right - some driver may be planning on going straight from right lane or turning into the same lane in which he plans on going F. Follow Michigan Avenue (left leg of Y) to Capitol Avenue (street directly in front of Capitol Building) 1. Overhead signs a. b. Point out signs to show how highways divide Center lane can go either way — necessity of signalling when in this lane 10. 11. 210 4-lane divided highway, 30 m.p.h. speed limit a. Proper lane to drive in b. Proper driving speed c. Maintaining even speed d. Correct following distances Merging traffic from left - the 2 lanes change into 3 lanes a. What a person must be careful of in this situation b. Why a person shouldn't pass here c. Proper lane usage - get away from merging traffic 6—lane divided highway, 40 m.p.h. speed limit a. Proper lane to drive in b. Which lane to turn right from c. Which lane to turn left from 3 lanes narrowing to 2 (2 lanes on right merge) a. Importance of checking rear view mirror and over shoulder as lanes merge Median strip ends - 5—lane undivided highway with center lane used for left turns for both directions, 30 m.p.h. speed limit a. Overhead signs indicating left turn lane b. Need for caution when entering center lane 0. Pavement markings indicating when traffic can enter center lane Lane change procedure to enter lane Yielding to oncoming traffic Position in intersection while yielding to oncoming traffic 9. Why front wheels should be kept straight while yielding Parallel parking on right a. Dangers involved in this type of situation b. Staying as far away from parked cars as lane permits Traffic signal - pedestrian controlled (By Sparrow Hospital) Railroad crossing - Electric signals a. Need to slow down b. Should use ears as well as eyes in this situation c. Need to look in both directions before crossing d. What to do if signals are red but no train can be seen from either direction 25 m.p.h. speed limit ‘ Lane change to left - when about 3 blocks from Capitol a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes HIfDQI G. 211 12. End of left turn lane — 2 lanes change to 3 - 6-lane undivided highway a. At end of left turn lane the left lane divides into 2 lanes - stay in the right lane of these two lanes so you end up in the middle of the 3 lanes b. This avoids getting caught behind left turning traffic c. This change is difficult to see as it occurs on a slight downgrade 13. Lane change to left - this will put the student in the extreme left lane of the 3 lanes which to in the direction he is going Turn right onto Capitol Avenue and proceed to Ottawa Street 1. Right turn from 5—lane 2-way street (3 lanes in direction you are travelling) to 4-lane 1- way street a. Proper lane to turn from - extreme left lane b. Pr0per lane to turn into — extreme left lane c. This procedure eliminates necessity of having to lane change across several lanes after turn is completed — this would have had to been done in 1 block which is an impossibility in heavy traffic d. Point out pavement markings showing that all 3 lanes turn to the right e. Point out into which lane each of the three lanes should turn f. As student turns he should be cautious of cars on his right - some driver may not turn into the correct lane Turn left onto Ottawa Street and proceed to Walnut Street 1. Left turn from 4—1ane l-way street to 2-lane l-way street a. Pr0per lane to turn from - extreme left lane b. Proper lane to turn into — nearest lane going in the direction you wish to go c. Meaning of red flashing arrow d. What should a driver do if the red flash- ing arrow is on 2. Parallel parking on left side of street a. Dangers involved in this type of situation b. Staying as far away from parked cars as lane permits 212 3. Driving on left side of street — student should remain in left lane so he is in proper position for next turn Turn left onto Walnut Street and proceed to Allegan Street 1. Left turn from 3-lane l-way street to 3-lane l—way street a. Proper lane to turn from - extreme left lane b. Proper lane to turn into — nearest lane going in the direction you wish to go 2. Driving on the left side of street - student should remain in left lane so he is in proper position for next turn Turn left onto Allegan Street and proceed to Capitol Avenue 1. Left turn from 3-lane l-way street to 2—lane l—way street a. Proper lane to turn from — extreme left lane b. Proper lane to turn into - nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check oVer right shoulder c. Increase speed slightly while changing lanes 3. Right lane divides into 2 lanes — Keep to left of this lane so you are in the middle lane of the 3 lanes at the end of the block ‘ a. Point out pavement markings to show which directions a driver can go from each of the three lanes Turn left onto Capitol Avenue and proceed to Michigan Avenue 1. Left turn from 3-lane l-way street to 5—lane l—way street a. Pr0per lane to turn into b. Pavement markings which direct the two left turn lanes into the proper lanes on Capitol Avenue c. Keep to the right of the lane markings — do not cross d. watch traffic on your left for drivers turning into the wrong lane 2. Lane change to right - only one lane a. Avoid going into furthest right lane as quite often there are illegally parked cars in it L. M. 213 b. Point out pavement markings to show which directions a driver can go from each of the five lanes Turn right onto Michigan Avenue and proceed to N. Larch Street 1. Right turn from 5-lane l-way street to 5-lane 2-way street (2 lanes going in the direction you are travelling) a. Proper lane to turn from b. Proper lane to turn into c. Pavement markings which direct the two right turn lanes into the proper lanes on Michigan Avenue d. Keep to the left of the lane markings - do not cross e. Watch traffic on your right for drivers turning into the wrong lane f. Meaning of flashing red arrow g. What should a driver do if the red flash- ing arrow is on 2. 5—lane 2-way street (center lane for left turns) a. Proper lane to drive in — remain in left lane Turn left onto N. Larch Street and proceed to Ottawa Street 1. Left turn from 5-lane 2-way street (center lane for left turns for both directions) to 3-lane l—way street a. Overhead signs indicating left turn lane b. Need for caution when entering center lane c. Pavement markings indicating when traffic can enter center lane d. Lane change procedure to enter lane e. Yielding to oncoming traffic f. Position in intersection while yielding to oncoming traffic g. Why front wheels should be kept straight while yielding h. Green arrow after green light - to permit left turns - Opposing traffic is stOpped i. PrOper lane to turn into - nearest lane going in the direction you wish to go Turn left onto Ottawa Street and park in angle park- ing stalls to change drivers 1. Left turn from 3-lane l-way street to 2-lane 2-way street a. Proper lane to turn from - extreme left lane b. PrOper lane to turn into O. Q. 214 2. Angle parking on right side of street a. Proper signal b. Emphasize car control c. Watch left front fender and right rear fender 3. Stopping procedures a. Importance of putting car in "Park“ and setting parking brake Begin in angle parking stall and proceed to Cedar Street 1. Pre-ignition procedures a. Importance and necessity of car adjustments b. Importance of seat belts 2. Backing out of angle parking stall Creeping out until driver can see Yielding to traffic on the street Watch left front fender Backing into the correct lane QIOtTm Turn left onto Cedar Street and proceed to Michigan Avenue 1. Left turn from 2-lane 2-way street to 3-lane l-way street a. Turning into the proper lane - nearest lane going in direction you wish to go 2. Lane change to the right (2 lanes) a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes Turn right onto Michigan Avenue and proceed to Capitol Avenue 1. Right turn from 3-lane 1-way street to 5-lane 2—way street a. Proper lane to turn from - extreme right lane b. PrOper lane to turn into — nearest lane going in the direction you wish to go 2. 5-lane 2-way street, 25 m.p.h. speed limit a. PrOper lane to drive in b. Proper driving speed c. Maintaining even speed d. Correct following distances 3. Lane change to left — when about 3 blocks from Capitol a.. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes 215 4. End of left turn lane - 2 lanes change to 3 — 6-lane undivided highway 8,. b. C a At end Of left turn lane the left lane divides into 2 lanes - stay in the right of these 2 lanes so you end up in the middle of the 3 lanes This avoids getting caught behind left turning traffic This change is difficult to see as it occurs on a slight downgrade 5. Lane change to left - this will put the stu— dent in the extreme left lane of the 3 lanes which go in the direction you are travelling Turn right onto Capitol Avenue and proceed to Ottawa Street 1. Right turn from 2—lane 2—way street (3 lanes in direction you are travelling) to 4—lane 1— way street a. b. C o PrOper lane to turn from - extreme left lane . Proper lane to turn into - extreme left lane This procedure eliminates necessity of having to lane change across several lanes after turn is completed - this would have had to been done in 1 block which is an impossibility in heavy traffic Point out pavement markings showing that all three lanes turn to the right Point out into which lane each of the 3 lanes should turn‘ As student turns he should be cautious of cars on his right - some driver may not turn into the correct lane Turn left onto Ottawa Street and proceed to Walnut Street 1. Left turn from 4-lane l-way street to 2-lane l—way street a. b. c. d. Proper lane to turn from — extreme left lane PrOper lane to turn into - nearest lane going in the direction you wish to go Meaning of red flashing arrow What should a driver do if the red flash- ing arrow is on 2. Parallel parking on left side of street a. b. Dangers involved in this type of situation Staying as far away from parked cars as lane permits T. U. 216 3. Driving on left side of street — student should remain in left lane so he is in proper position for next turn Turn left onto Walnut Street and proceed to Allegan Street 1. Left turn from 3-lane l-way street to 3-lane l-way street a. Proper lane to turn from - extreme left lane b. Proper lane to turn into - nearest lane going in the direction you wish to go 2. Driving on left side of street - student should remain in left lane so he is in proper position for next turn Turn left onto Allegan Street and proceed to Capitol Avenue 1. Left turn from 3-lane l—way street to 2-lane l-way street a. Proper lane to turn from - extreme left lane b. PrOper lane to turn into — nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes 3. Right lane divides into 2 lanes - keep to left of this lane so you are in the middle lane of the 3 lanes at the end of the block a. Point out pavement markings to show which directions a driver can go from each of the three lanes Turn left onto Capitol Avenue and proceed to Michigan Avenue 1. Left turn from 3-lane 1-way street to 5—lane l-way street a. Proper lane to turn into b. Pavement markings which direct the two left turn lanes into the prOper lanes on Capitol Avenue c. Keep to the right of the lane markings — do not cross d. WatCh traffic on your left for drivers turning into the wrong lane 2. Lane change to right - only one lane a. Avoid going into furthest right lane as quite Often there are illegally parked cars in it 217 b. Point out pavement markings to show which directions a driver can go from each of the five lanes Turn right onto Michigan Avenue and proceed to Grand River Avenue (M 43) 1. Right turn from 5-lane l-way street to 5-lane 2—way street (2 lanes going in the direction you are travelling) a. Proper lane to turn from b. Proper lane to turn into c. Pavement markings which direct the two right turn lanes into the proper lanes on Michigan Avenue d. Keep to the left of the lane markings - do not cross e. Watch traffic on your right for drivers turning into the wrong lane f. Meaning of red flashing arrow g. What should a driver do if the red flash— ing arrow is on h. Yielding to pedestrians on red arrow 2. Lane change to right a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes 3. 5—lane 2-way street (center lane for left turns) a. Proper lane to drive in b. PrOper driving speed c. Maintaining even speed d. Correct following distances 4. Railroad crossing - Electric signals a. Need to slow down b. Should use ears as well as eyes in this situation c. Need to look in both directions before crossing d. What to do if signals are red but no train ‘ can be seen from either direction 5. Parallel parking on right a. Dangers involved in this type of situation b. Staying as far away from parked cars as lane permits 6. Traffic signal - pedestrian controlled (By Sparrow Hospital) 7. Left turn lane ends — median strip begins — 6-lane divided highway, 40 m.p.h. speed limit PrOper lane to drive in Proper driving speed Maintaining even speed Correct following distances Use of left turning lanes mcnotrm 218 8. 3 lanes reduced to 2 lanes a. Need to be looking ahead b. Should signal and check over shoulder if driver is in the center lane 9. Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes 10. Grand River Avenue (M 43) merging into Michigan Avenue (M 143) from left ‘ a. Watch traffic on Grand River so you can merge with it b. Lane change 2 lanes to the left to prepare for turn on Abbott Road Turn left onto Abbott Road and proceed to Burcham Drive 1. Left turn from 6-lane divided highway to 4-lane street a. Proper lane to turn from — extreme left lane - b. Proper lane to turn into - nearest lane going in the direction you wish to go c. Lining up correctly in the median d. Sign indicating to complete turn after light changes to green 2. Stay in left lane - right lane changes to parallel parking in one block 3. Traffic signal a. Proper state of mind when approaching signal Correct stopping position Meaning of yellow light Does the green mean go When light changes to green what should a driver do before proceeding $¢1r)0‘ Turn right onto Burcham Drive and proceed to Old Hickory Lane 1. Right turn from 4-lane street to 4-lane street a. Proper lane to turn from - extreme right lane b. Proper lane to turn into — nearest lane going in the direction you wish to go 2. 25 m.p.h. speed limit a. Watch speed carefully - there is a tendency to go faster than the limit on this wide 4-1ane street 3. Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes NOTE: 219 Turn left onto Old Hickory Lane and proceed to road into school 1. Left turn from 4-lane street to 2-lane street a. Proper lane to turn from — extreme left lane Turn left into school and angle park 1. Left turn from 2-lane street to 2—lane street 2. Angle parking on left side of street a. Proper signal b. Checking traffic over left shoulder c. Watch right front fender and left rear fender 3. Stopping procedure a. Importance of putting car in "Park" and setting parking brake If time is running short, stop in a convenient place when the period is half over, change drivers, and follow the route back. If there is some extra time, try some parallel parking. It is important to get the students back to school on time. 220 LESSON III Highway Driving — Williamston Trip A. Begin at curb in front of school and proceed to Old Hickory Lane 1. Pre-ignition procedures a. Entering car on curb side b. Importance and necessity of car adjustments c. Importance of seat belts 2. Starting procedure a. Signalling before leaving curb b. Looking over left shoulder before pulling out B. Turn right onto Old Hickory Lane and proceed to Burcham Drive 1. Right turn from 2-lane street to 2—lane street a. Signalling for turns - 8 block ahead b. Proper lane position for stop c. Proper stopping position in relation to sign d. Proper lane to turn into e Use of hand-over-hand technique C. Turn left onto Burcham Drive and proceed to Hagadorn Road 1. Left turn from 2-lane street to 4-lane street a. Need to creep out for better view of left side after stopping in correct position in relation to stop sign b. Turning into proper lane - nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes 3. 25 m.p.h. speed limit a. Watch speed carefully - there is a tendency to go faster than the limit on this wide 4-lane street 4. School zone a. Need for reduced speed b. Being especially alert for pedestrians c. Impulsiveness of children D. Turn right onto Hagadorn Road and proceed to Grand River Avenue (M 43) 1. Right turn from 4-lane street to 2—lane street a. Proper stOpping position b. PrOper lane to turn from — extreme right lane 2. 3. 221 25 m.p.h. speed limit a. General tendency to speed on this street Traffic signal a. Proper state of mind when approaching signal Correct stopping position Meaning of yellow light Does the green mean go When light changes to green what should a driver do before proceeding (DQIOO‘ Turn left onto M 43. Follow highway through Williamston to M 47 1. Left turn from 2-lane street to 4—lane undivided highway a. Yielding to oncoming traffic b. Position in intersection while yielding to oncoming traffic c. Why front wheels should be kept straight while yielding d. Proper lane to turn into - nearest lane going in the direction you wish to go Lane change to right Speed limits 40 — 50 - 65/55 a. Need for caution in built up area b. PrOper driving speed for conditions c. Maintaining even speed d. Correct following distances Pavement narrows situation - 4 lanes to 3 lanes a. Need to drive ahead b. Need to recognize sign before being close enough to read what's on it c. Lane changing early to avoid being trapped Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes Flashing yellow light a. Meaning of light b. What a person should do and look for 3-lane pavement a. Dangers involved in this type of roadway b. When it is safe to and not safe to pass c. Proper lane to turn left from - center lane Yellow no passing lines; do not pass; pass with care; and white and yellow delineators a. Emphasize use of these when anticipating passing b. Have student tell when it is safe to pass and not safe to pass in relation to these signs and markings 222 9. Cross roads sign a. What does the sign mean b. What should a person do and look for 10. 3 lanes changing to 4 lanes a. Avoid moving from one lane to the other without going through a lane change procedure 11. Smith system of driving a. Aim high in steering b. Get the big picture c. Keep your eyes moving d. Leave yourself an out e. Make sure others see you 12. Passing a. Reason for signalling before pulling out b. Why is it necessary to check over the left shoulder before pulling out c. Watch pulling out too sharply d. Watch pulling in too soon or too sharply 13. Drive Off pavement a. Have student let right wheels drOp Off pavement for prOper procedure in getting back on - be sure no traffic is behind you 14. Speed 45 ahead sign a. What does the sign mean b. Where does the reduced limit begin Turn left onto M 47 and proceed to roadside park on left side of highway (approximately 3/4 mile) 1. Left turn from 3-lane highway to 2-lane highway a. Proper lane to turn from - center lane b. Need for caution before entering center lane Turn left into park to change drivers 1. Left turn from 2—lane highway to 2-lane road 2. StOpping procedure a. Importance of placing car in "Park" and setting parking brake Begin in roadside park and proceed to M 47 l. Pre-ignition procedures a. Importance and necessity of car adjustments b. Importance of seat belts 2. Starting procedures Turn right onto M 47 and proceed to M 43 1. Right turn from 2-lane road to 2-lane highway a. PrOper stopping position in relation to sign b. Proper lane to turn into c. Use of hand—over-hand technique 223 J. Turn right onto M 43. Drive through Williamston to Hagadorn Road in East Lansing 1. 10. Right turn from 2-lane highway to 3—lane highway a. Signalling for turns - % block ahead b. Proper lane position for stop c. Proper lane to turn into - nearest lane going in the direction you wish to go 65/55 speed limit a. PrOper driving speed for conditions b. Maintaining even speed 0. Correct following distances 3—lane pavement a. Dangers involved in this type of roadway b. When it is safe to and not safe to pass c. Proper lane to turn left from - center lane Yellow no passing lines; do not pass; pass with care; and white and yellow delineators a. Emphasize use of these when anticipating passing b. Have student tell when it is safe to pass and not safe to pass in relation to these signs and markings Drive Off pavement a. Have student let right wheels drOp off pavement for proper procedure in getting back on - be sure no traffic is behind you Speed 45 ahead sign a. What does the sign mean b. Where does the reduced limit begin Speed limits 45 - 35 - 25 a. Reasons for reduced limits b. Need for caution in built up area Traffic signal a. Proper state of mind when approaching signal Correct stopping position Meaning of yellow light Does the green mean go When light changes to green what should a driver do before proceeding Smith system of driving wilf)b’ a. Aim high in steering b. Get the big picture c. Keep your eyes moving d. Leave yourself an out e. Make sure others see you Passing a. Reason for signalling before pulling out b. Why is it necessary to check over the left shoulder before pulling out c. watch pulling out too sharply d. watch pulling in too soon and too sharply L. M. N. 224 11. Cross roads sign a. What does the sign mean b. What should a person do and look for 12. 4 lanes reduced to 3 lanes - 2 lanes merging into 1 a. Need for looking over left shoulder 13. Flashing yellow light a. Meaning of light b. What a person should do and look for 14. 3 lanes changing to 4 lanes a. Avoid moving from one lane to the other without going through a lane change procedure 15. Paint test section a. Ask students what lines mean to see if they read the sign 16. Speed limits 50 - 40 - 35 Turn right onto Hagadorn Road and proceed to Burcham Drive 1. Right turn from 4-lane highway to 2-lane street a. Proper lane to turn from - extreme right lane - 2. 25 m.p.h. speed limit a. General tendency to speed on this street 3. School zone a. Need for reduced speed b. Being especially alert for pedestrians c. Impulsiveness of children Turn left onto Burcham Drive and proceed to Old Hickory Lane 1. Left turn from 2-lane street to 4—lane street a. PrOper lane to turn into - nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes Turn right onto Old Hickory Lane and proceed to road into school 1. Right turn from 4-lane street to 2—lane street a. PrOper lane to turn from - extreme right lane Turn left into school and park by curb 1. Left turn from 2-lane street to 2-lane street 2. Parking by curb a. Checking traffic behind before stopping b. PrOper signal for stOpping by curb NOTE : 225 How to judge distance from curb Turn wheels into curb on downgrade Turn wheels away from curb on upgrade Turn wheels toward side of road on both upgrades and downgrades when there is no curb 3. Stopping procedure a. Importance of putting car in "Park" and setting parking brake b. Leaving car on curb side l'thQIO Two cars should team up for this trip so students have an Opportunity to pass each other. If time is running short, stOp in a convenient place when the period is half over, change drivers, and follow the route back. If there is some extra time, try some parallel parking. It is important to get the students back to school on time. 226 LESSON IV Freeway Driving — I 96 Trip A. Begin at curb in front of school and proceed to Old Hickory Lane 1. Pre-ignition procedures a. Entering car on curb side b. Importance and necessity of car adjustments c. Importance of seat belts 2. Starting procedure a. Signalling before leaving curb b. Looking over left shoulder before pulling out B. Turn right onto Old Hickory Lane and proceed to Burcham Drive 1. Right turn from 2—lane street to 2-lane street a. Signalling for turns - % block ahead b. Proper lane position for stop c. Proper stopping position in relation to sign d. Proper lane to turn into e Use of hand-over-hand technique C. Turn left onto Burcham Drive and right onto Bailey Street (off-set intersection) and proceed to Grand River Avenue (M 43) 1. Left turn from 2-lane street to 4-lane street a. Need to creep out for better View of left side after stopping in correct position in relation to stop sign b. Proper lane to turn into - furthest right lane to be in proper position for right turn 2. Right turn from 4—lane street to 2—lane street a. Proper lane to turn from - extreme right lane 3. 25 m.p.h. speed limit, open intersections a. Need to slow down for each intersection b. Looking left-right-left before proceeding through intersection c. Yielding to cars on the right d. Driving defensively 4. School zone a. Need for reduced speed b. Being especially alert for pedestrians c. Impulsiveness of children D. E. 227 Turn left onto Grand River Avenue and proceed to Okemos Road (Look for To I 96 signs) 1. Left turn from 2-lane (with extra left turn lane) street to 6-lane divided highway Using left turn lane Need for caution — poor vision from left Correct procedure for lining up in median PrOper lane to turn into - nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes 3. 3 lanes reduced to 2, median strip ending a. Importance of checking rear view mirror and over shoulder as lanes merge 4. Traffic signal a. Proper state of mind when approaching signal Correct stopping position Meaning of yellow light Does the green mean go When light changes to green what should a driver do before proceeding 5. 4-lane highway, 40 m.p.h. speed limit a. Need for caution in built up area b. Proper driving speed for conditions c. Maintaining even speed d. Correct following distances orio‘m miLOIT Turn right onto Okemos Road. Proceed through Okemos to I 96 1. Right turn from 4-lane undivided highway to 2- lane street a. PrOper lane to turn from - extreme right lane 2. 25 m.p.h. speed limit a. Need to watch speed carefully after driving on highway 3. Traffic signal 4. School zone a. Need for reduced speed b. Being especially alert for pedestrians c. Impulsiveness of children 5. 2—lane to 4-1ane divided road a. Proper lane to drive in 6. Pavement narrows situation a. Need to drive ahead b. Need to recognize sign before being close enough to read what's on it c. Lane changing early to avoid being trapped 228 Lane change to left a. Signal for left turn b. Check over left shoulder c. Increase speed slightly while changing lanes Railroad crossing - Electric signals a. Need to slow down b. Should use ears as well as eyes in this situation c. Need to look in both directions before crossing Enter I 96 via interchange and proceed west toward Lansing to U. S. 27 North exit (4th interchange after entering - I 496, U.S. 127, and M 99 are in between) 1. Left turn on entry ramp a. Watch turning into the correct ramp b. Entry ramp is just a few feet beyond an exit ramp c. Proper ramp speed Merging into I 96 a. Use of acceleration lane to get to freeway speed b. Lane change procedure when leaving ac— celeration lane 4—lane divided freeway, 70 m.p.h. speed limit, 45 m.p.h. minimum a. Proper driving speed for conditions b. Proper lane use 0. Maintaining even speed d. Correct following distances White and yellow delineators a. Meaning of the two colors b. How they can help the driver at night Reading exit signs a. Necessity of knowing where to exit before getting on a freeway b. PrOper lane usage at each exit Merging traffic a. Watching entry ramps for merging cars b. Dangers in passing at interchanges c. Proper lane use - get away from merging traffic Roads across median - No U Turn signs a. Purpose of these roads b. Emphasize that drivers are not permitted to cross here Smith system of driving Aim high in steering Get the big picture Keep your eyes moving Leave yourself an out Make sure others see you (DQJOO‘W G. H. 229 Exit on U.S. 27 North interchange. Proceed several hundred feet down U.S. 27 and park along highway to change drivers 1. Use of deceleration lane a. Slow down on deceleration lane to ramp speed b. Proper ramp speed 2. Merging with traffic on U.S. 27 a. Use of acCeleration lane to get to high— way speed b. Lane change procedure when leaving ac— celeration lane 3. Parking along highway a. Signal for stop b. Slow down on the pavement c. Pull completely off the pavement and as far off as possible 4. Stopping procedures a. Importance Of placing car in "Park" and setting parking brake b. Leaving car on curb side 0. Dangers involved in being parked along the highway Begin along U.S. 27 and proceed to first road across median l. Pre-ignition procedures a. Entering car on curb side b. Importance and necessity of car adjustments c. Importance of seat belts 2. Starting procedure a. Signalling and looking over left shoulder before pulling out 3. Lane change to left a. Signal for left turn b. Check traffic over left shoulder c. Increase speed slightly while changing lanes Cross median and proceed back U.S. 27 to I 96 l. Crossing median a. Proper method of lining up in median b. PrOper lane to turn into — nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check traffic over right shoulder c. Increase speed slightly while changing lanes 230 Enter I 96 via interchange and proceed east toward Detroit to Okemos-Mason exit (4th interchange after entering — M 99, U.S. 127, I 496 are in between) 1. Right turn on entry ramp a. Watch turning into the correct ramp b. West entry ramp is on near side of I 96 and east entry ramp is on far side Of I 96 0. Proper ramp speed 2. Merging into I 96 a. Use of acceleration lane to get to free- way speed b. Lane change procedure when leaving ac— celeration lane 3. 4-lane divided freeway, 70 m.p.h. speed limit, 45 m.p.h. minirhum a. Proper driving speed for conditions b. Proper lane use c. Maintaining even speed d. Correct following distances 4. White and yellow delineators a. Meaning of the two colors b. How they can help the driver at night 5. Reading exit signs a. Necessity of knowing where to exit before getting on a freeway b. Proper lane usage at each exit 6. Merging traffic a. Watching entry ramps for merging cars b. Dangers in passing at interchanges c. Proper lane use — get away from merging traffic 7. Roads across median — No U Turn signs a. Purpose of these roads b. Emphasize that drivers are not permitted to cross here 8. Smith system of driving Aim high in steering Get the big picture Keep your eyes moving Leave yourself an out Make sure others can see you (DO-IOU!” Exit on Okemos-Mason exit 1. Use of deceleration lane a. Slow down on deceleration lane to ramp speed b. Proper ramp speed Turn left onto Okemos Road. Proceed through Okemos to M 43 1. Left turn from 2-lane l—way ramp to 2-lane 2— way road M. N. 231 a. proper lane to turn from — extreme left lane b. Need for caution - limited sight distance from left on Okemos Road, 50 m.p.h. speed limit 2. 2—lane road, 50 m.p.h. speed limit a. Need to watch speed carefully after driving on freeway 3. Railroad crossing - Electric signals a. Need to slow down b. Should use ears as well as eyes in this situation c. Need to look in both directions before crossing 4. 35 m.p.h. speed limit 5. School zone, 25 m.p.h. speed limit a. Need for reduced speed b. Being especially alert for pedestrians c. Impulsiveness of children 6. 2-lane to 4-lane divided road a. Proper lane to drive in 7. Traffic signal Turn left onto M 43 and proceed to Bailey Street in E. Lansing 1. Left turn from 2-lane street to 4-lane highway a. PrOper distance to stop from highway b. Stopping perpendicular to highway for good view of both directions c. PrOper lane to turn into - nearest lane going in the direction you wish to go 2. Lane change to right a. Signal for right turn b. Check over right shoulder c. Increase speed slightly while changing lanes 3. 4-lane undivided highway, speed limits 50 — 4O - 35 a. Need for caution in built up area b. Proper driving speed for conditions 0. Maintaining even speed d. Correct following distances 4. 4-lane undivided to 6-lane divided highway, 25 m.p.h. speed limit a. Proper lane use Turn right onto Bailey Street (Prince Brothers Store) and proceed to Burcham Drive 1. Right turn from 6-lane divided highway to 2- lane street a. Proper lane-to turn from — extreme right lane NOTE: 232 2. School zone Need for reduced speed Being especially alert for pedestrians Impulsiveness of children .p.h. speed limit, open intersections Need to slow down for each intersection Looking left-right-left before proceeding through intersection Yielding to cars on the right Driving defensively to m 01vu1otrm B 040 Turn left onto Burcham Drive and right onto Old Hickory Lane (off—set intersection) and proceed to road into school 1. Left turn from 2-lane street to 4—lane street a. Need to creep out for better View of right side after stopping in correct position in relation to stOp sign b. Proper lane to turn into - furthest right lane to be in proper position for right turn 2. Right turn from 4-lane street to 2-lane street a. Proper lane to turn from - extreme right lane Turn left into school and park by curb 1. Left turn from 2-lane street to 2-lane street 2. Parking by curb Checking traffic behind before stopping PrOper signal for stopping by curb How to judge distance from curb Turn wheels into curb on downgrade Turn wheels away from curb on upgrade Turn wheels toward side of road on both upgrades and downgrades when there is no curb 3. Stopping procedure a. Importance of putting car in "Park" and setting parking brake b. Leaving car on curb side tthLOtTm If time is running short, leave the freeway at one of the interchanges preceeding the one given, change ’ drivers, and follow the route back. If there is some extra time, try some parallel parking. It is important to get the students back to school on time. Name APPENDIX C SKILL TESTS MULTIPLE CAR OFF-STREET DRIVING RANGE Semester A. Starting Procedure (DUI-bulk)!“ Enters car by curb side Adjusts seat and mirrors Fastens seat belt Selects proper gear — "P" Puts left foot on brake Turn switch on to start and releases or IIN" B. Moving_the Car 1. Has left foot on brake 2. SeleCts proper gear 3. Releases parking brake 4. Checks traffic 5. Signals 6. Accelerates properly C. Left Turn 1. PrOper speed 2. PrOper lane position 3. Signals 4. Turns hand-over—hand 5. Turns into proper lane 6. Proper recovery 233 Period 9 15 Points pt. pts. pts. pt. pt. FJHLORJH 1 pt. TOTAL Points 12 3 pts. 2 pts. 2 pts. 3 pts. 3 pts. 2 pts. TOTAL Points 2 pts. 3 pts. 3 pts. 1 pt. 1 pt. 2 pts. TOTAL Date _____ 234 Right Turn 12 Points 1. Proper speed 2 pts. 2. Proper lane position 3 pts. 3. Signals 3 pts. 4. Turns hand-over-hand 1 pt. 5. Turns into proper lane 1 pt. 6. Proper recovery 2 pts. TOTAL :2: 15 Points 1. Signals for entry ‘3 pts 2. Enters via proper lane 1 pt. 3. Stops proper distance from flag #1 2 pts 4. Uses correct backing technique 3 pts 5. StOps prOper distance from flag #2 2 pts 6. Leaves via correct lane 1 pt. 7. Stops before entering street 3 pts TOTAL _:§: 16 Points 1. Signals for entry 3 pts 2. Enters via correct lane 1 pt. 3. Turns hand-over-hand 1 pt. 4. StOps prOper distance from flag #1 2 pts 5. Uses correct backing technique 4 pts 6. Doesn't turn wheels while car is still 1 pt. 7. StOps correct distance from flag #2 2 pts 8. Stops before entering street 2 pts TOTAL Garage 16 Points 1. Signals for entry 3 pts 2. Uses correct backing technique 2 pts 3. Stops - checks traffic 4 pts 4. Turns into correct lane 2 pts 5. Doesn't turn wheels while car is still 1 pt 6. Looks to rear while car moves to rear 3 pts 7. Clears lane - moves ahead 1 pt TOTAL |Ill lllll |IHIIII lllllIl J. 235 Parking on Hill 10 Points 1. Signals for stop 3 pts. 2. Stops correct distance from curb 1 pt. 3. Turns wheels in or out depending on grade 3 pts. 4. Puts selector lever in "P" 1 pt. 5. Sets parking brake-ignition off 2 pts. TOTAL "Y" Turn 20 Points 1. Signals for entry 3 pts. 2. Brings car to full stOp — prOper lane 2 pts. 3. Checks traffic 3 pts. 4. Signals (left) 3 pts. 5. Uses correct turning procedure 2 pts. 6. StOps car just before reaching other side — permits car to roll forward slowly, straightening wheels as he does so 1 pt. 7. Moves to rear - correct turning procedure 2 pts. 8. StOps before reaching curb - per— mits car to roll backward slowly, straightening wheels as he does so 1 pt. 9. Moves car forward - uses correct turning procedure 1 pt. 10. StOps and signals before leaving 2 pts. TOTAL Angle Parking 20 Points 1. Checks traffic 2 pts 2. Proper lane position 1 pt. 3. Signals 3 pts. 4. Moves car into stall - good spacing; does not strike curb 4 pts 5. Backs out (straight) 1 pt. 6. Pauses — checks traffic 3 pts. 7. Checks left front fender clearance 2 pts. 8. Turns into proper lane - looks to rear 2 pts. 9. Straightens wheels before car stops moving 1 pt 10. Clears lane 1 pt 236 K. Parallel Parking 27 Points 1. Checks traffic - signals 3 pts. 2. Proper stopping position 2 pts. 3. As car moves to the rear, turns wheels all the way to the right 2 pts. 4. At 45 degree angle begins straightening wheels 2 pts. 5. When front bumper is even with the rear bumper of the other car, begins turning all the way to the left 2 pts. 6. Continually checks front and rear as he enters parking stall 2 pts. 7 Centers car in stall 2 pts. 8. Proper distance from curb 2 pts. 9. Checks traffic - signals 4 pts. 10. Clears stall correctly 2 pts. 11. Makes right front fender check 2 pts. 12. Turns correctly into proper lane 2 pts. TOTAL L. Lane Changing 10 Points 1. Checks traffic (mirrors) 2 pts. 2. Signals 3 pts. 3. Checks blind spot 3 pts. 4. Enters new lane correctly 2 pts. TOTAL M. Passing 15 Points 1. Checks traffic (mirrors and blind spot) 3 pts. 2. Signals — directional signals and horn 3 pts. 3. 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