英文摘要 |
Traffic education program is an essential part of national transportationsafety programs in Taiwan. However, traffic education program has not receivedenough attention and has been conducted on a non-regular basis in theelementary schools. To make the traffic education program more effective withinlimited time and resources, teaching strategies, methods, and materials shouldbe carefully examined. This study applied statistically designed experiments toassess how different teaching strategies can affect the learning outcomes oftraffic education for elementary school students. The 2nd and 3rd grade studentsat Chia-Yi Experimental Elementary School were selected in this study. Four ofthe five classes in each grade were randomly assigned to the experimentalgroups, and the fifth class was assigned to the control group. The experimentalgroups received various teaching treatments, including hours of teaching,teaching methods, and/or teaching materials. The control group received preandpost-tests only. The comparisons between education and control groupsshow that traffic education can significantly increase the students’ trafficknowledge. For the 2nd grade students, randomized block design was applied toevaluate their leaning outcomes of traffic control devices and the resultsindicated that hours of teaching and teaching method can significantly influencethe learning outcomes, while the gender and student’s academic performance(treated as the block) did not have significant influence. For the 3rd gradestudents, the imbalanced nested design was used to evaluate their leaningoutcomes of traffic rules and the results indicated that teaching method cansignificantly influence the learning outcomes. This study concluded that traffic education program can increase the knowledge of traffic safety for theelementary school students and also provided the practical suggestions for thedesigns of traffic education programs. |