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HOME-STUDY DRIVER EDUCATION

Three of the four ANOVAs comparing the DMV written knowledge test pass rates were statistically significant (ps < .05). Note that all of the percentage-point pass rate differences shown in Table 9 are negative numbers, indicating that students in the home-study courses all performed worse on their first written test attempt than did classroom students. However, not all of these differences were statistically significant. Specifically, results of Tukey post-hoc tests for the comparison including all students, regardless of the correctness of their assignment, indicated that for those students with a valid test score who did not simultaneously enroll in driver training, a higher percentage of students who completed the classroom instruction passed the written test on their first attempt compared to those who completed the CD-ROM course (p < .05). The percentages of students who passed the written test on their first attempt did not significantly differ between classroom and the PEN course, or classroom and the workbook course (ps > .05). However, the results did suggest that the workbook students performed worse than the classroom students on their first DMV written test (p = .07).

Table 8

Number of Non-Driver Training Students(n) with a Valid First Attempt DMV Written Knowledge Test Score and Percentage of Students Who Passed the Test for Each Driver Education Instruction Method by Statistical Comparison

comparison

n

%

n

%

n

%

n

%

Overall

160

75.6

44

65.9

217

62.7

300

64.3

Correctly assigned

115

78.3

44

65.9

193

60.6

262

64.1

Computer

65

81.5

39

66.7

193

60.6

142

65.5

No computer

50

74.0

5

. 60 0

120

62.5

Statistical

Classroom

Driver education instruction method

PEN

CD-ROM

Workbook

% PASSING ON FIRST ATTEMPT

100

80

60

40

20

Classroom

Pen

CD-ROM

Workbook

0

Overall

Correct

assignment

Computer

No computer

STATISTICAL COMPARISON

Figure 3. DMV written test pass rate by instruction method and statistical comparison.

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