This research was conducted to assess the effectiveness and utility of "3 Seconds to Safety," an instructional reading program about seat belts for grades three to six. Specifically, the objectives were to determine whether the instructional materials could increase knowledge and improve attitudes among elementary school youth and to identify teacher perceptions relative to the material's useability and value to their instructional objectives. The experiment was conducted in two Fairfax County, VA, elementary schools. A classical experimental paradigm was employed to address student knowledge and attitudes. A pre-test established student knowledge and attitude baselines prior to instruction. Treatment groups in each grade were then exposed to instruction using the program materials. Control groups received no instruction. A post-test was administered to determine changes in knowledge and attitudes. The treatment groups took a follow-up test two weeks later. Statistically significant increases in tested safety belt knowledge were found. It was not possible to gauge program impact on children's attitudes as pre-test scores were too high to permit measurable change. Teacher perceptions were gleaned from a brief questionnaire and an oral debriefing session. In general, the teachers found the materials useful and of value. Fourth and fifth grade teachers, particularly, offered strong positive comments. While 3rd and 6th grade teachers were positive, they indicated that the materials would be better if down- or up-graded for those levels.
Samenvatting