Transcript Ryan 2012 CP.pptx

Evaluating pre-driver road safety
education interventions for secondary
school students
Margaret Ryan,
Dr. Michael Gormley,
Trinity College Dublin
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Outline
• Background
• Aims
• Methodology
• Results
• Conclusions
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Young driver problem
• Irish Drivers - 17-24 year olds
– 5 times greater risk of dying than other drivers
(RSA, 2009)
• Engineering – Enforcement – Education
• Pre-drivers
− Development of risky attitudes in adolescence
(Harré et al., 2000)
– Cradle attitudes, grave consequences
(Waylen & McKenna, 2002)
• Pre-driver education in secondary schools
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Aims of the Project
• Summative Evaluation
– Impact of 5 types of pre-driver education
• Knowledge - Cognitive Skills - Attitudes
– Specify the influence of proximal and distal factors
• Formative Evaluation of RSA programmes
• Why evaluate?
– Assess effectiveness
– Suggest possible improvements
• Enhance student learning
• Increased efficiency
• Delivery / Content / Cost
– Ensure that we do no harm
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Participants
All second-level schools in ROI invited
Programme
Groups /
Clusters
Baseline
(T1)
Number of students
Post-intervention
Follow-up
(T2)
(T3)
Programme A
5
244
207
216
Programme B
8
430
344
383
Programme C
6
265
231
226
Group D
5
269
217
210
Group E
4
160
126
134
Controls
8+2
291
199
243
Whole School Drop-out
3
221
-
-
Total
41
1880
1324
1412
DEMOGRAPHICS
Males
54%
Females
46%
Urban Dwellers
62%
Rural Dwellers
38%
rd
Parents with 3 level Ed.
46%
nd
Parents with 2
Level Ed
5
39%
Questionnaire Measures
FACTOR
FOCUS
Demographics
Age / Gender / Location / School Type / Prog. Type
Direct Experience
Road User / Driving / Crash Experience
Manchester D. B. Questionnaire (Reason et al.1990)
Observational
Learning
Exposure to aberrant driving styles
Personality
Sensation Seeking - AISS Scale
Impulsiveness
- BIS-Short Form
5-Factor Model - IPIP
(Arnett, 1994)
(Spinella, 2007)
(Goldberg, 1998)
Factual
Knowledge
Baseline General Knowledge
Post-Intervention multiple-choice quiz (Rules of the Road)
Cognitive Skill Risk Perception
Objective and Subjective risk estimations
Self-efficacy beliefs
Vignette
Programme
Evaluation
Evaluation of programme content & delivery
Suggestions for programme improvement
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Knowledge test
Knowledge test
108
o 107
o 108
scores
scores
Proficiency
Proficiency
107
106
Programme A
Programme A
Programme B
Programme B
Programme
C
Programme C
Group
Group D
D
Group
Group EE
Controls
Controls
106
105
105
104
104
103
103
102
102
101
101
100
100
99
99
Baseline
Baseline
Post-intervention
Post-intervention
Intervention groups
Follow-up
Follow-up
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7
Cognitive Skills Risk Perception
Vignette
“Mark is 17 years old and has had a learner permit to
drive for 6 months. One Saturday night while his
parents are away he decides to use his dad’s car to
take some of his friends to a disco in a nearby
town. The disco finishes at 2am and on the way
home Mark decides to see how fast the car can go.
What are the possible consequences of this?”
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Vignette - Consequences
Consequence
Baseline
Postintervention
Crash
Death
Injury
Caught by Gardai
Damage to
cars/property
Loose Control
Legal problems
Trouble with
parents
Increased
risk/danger
Moral issues
Nothing
Benefits
85.7%
51.3%
48.8%
38.2%
88.0%
43.1%
33.6%
31.8%
85.3%
50.7%
38.7%
38.1%
34.5%
22.9%
21.7%
23.9%
14.9%
13.9%
17.1%
14.9%
3.2%
15.6%
13.0%
17.5%
11.5%
5.3%
12.9%
4.9%
13%
2.3%
12.3%
2.6%
9.3%
1.0%
9.5%
1.5%
Follow-up
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Prototypical Images of Drivers who
Speed
o Risky Impatient
Selfish Immature Unrealistic
4.5
Negative Characteristics
4
Programme A
Programme B
Programme C
Group D
Group E
CONTROL
3.5
3
2.5
10
Baseline
Post-intervention
Follow-up
Prototypical Images of Drivers who Speed
o Cool
Popular
Responsible
Smart
Skilful
Positive Characteristics
3
Programme A
Programme B
Scale Score
2.5
Programme C
Group D
2
Group E
CONTROL
1.5
1
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Baseline
Post-intervention
Follow-up
Students’ Views
• Enjoyable aspects of DE courses
– Classroom-based groups – DVD
– Single session groups – Practicals & Lectures
– Only 3% didn’t enjoy the course
• Beneficial aspects
– Learning the Rules of the Road
• Suggested Improvements
– Include / extend practical elements
– Add Rules of the Road
– Course is satisfactory
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Summary and conclusions
• Pre-driving adolescents have some knowledge, risk
perception skills and attitudes towards speeding
• Pre-driver education has a small short-term effect
on knowledge, risk perception skills and attitudes
• Consistent effect of impulsivity on baseline scores
• Students and teachers believe that the courses are
beneficial
• Students want more practical content
• Study limitations
– Self-report
– Study underpowered – More groups needed for HLM
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Thanks for your attention!
Any questions?
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References
Arnett, J. (1994). Sensation seeking: A new conceptualization and a new scale. Personality and
Individual Differences, 16(2), 289-296.
Clinton, K. M., & Lonero, L. (2006). Evaluating Driver Education Programs (pp. 335).
Washington DC: AAA Foundation for Traffic Safety.
Goldberg, L. R., Johnson, J. A., Eber, H. W., Hogan, R., Ashton, M. C., Cloninger, C. R., et al.
(2006). The International Personality Item Pool and the future of public-domain
personality measures. Journal of Research in Personality(40), 84-96.
Reason, J. T., Manstead, A. S. R., Stradling, S. G., Baxter, J. S., & Campbell, K. (1990). Errors and
violations on the road: a real distinction? Erognomics(33), 1615-1332.
Spinella, M. (2007). Normative data and a short form of the Barratt Impulsiveness Scale.
Intern. Journal Neuroscience(117), 359-368.
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