Universal Journal of Educational Research 7(12): 2597-2603, 2019 http://www.hrpub.

org
DOI: 10.13189/ujer.2019.071206

The Effect of Road Safety Education on Knowledge,

Attitude and Perceived Behavioural Control Regarding
Road Safety Among Malaysian School Students
Hairul Nizam Ismail, Ahmad Zamri Khairani*, Syed Mohamad Syed Abdullah, Zarina Mustafa,
Syamsol Azhar Zulkafli

School of Educational Studies, Universiti Sains Malaysia, Malaysia

Received August 24, 2019; Revised November 7, 2019; Accepted November 16, 2019

Copyright©2019 by authors, all rights reserved. Authors agree that this article remains permanently open access under
the terms of the Creative Commons Attribution License 4.0 International License

Abstract The purpose of this study is to examine the reported. Meanwhile, [2] predicted that the number of road
effectiveness of the revised road safety education module fatalities might well increase to more than 10 000 in 2020.
in enhancing knowledge, attitude and perceived Meanwhile, data from the [3] showed that transport
behavioural control regarding road safety among school accidents (4.6%) were ranked fourth in the principle causes
students. Data were gathered from a total of 835 students of death, after ischemic heart diseases (13.9%), pneumonia
aged 15 years old (male = 381, female = 454) from six (12.7%), and cerebrovascular diseases (7.1%). However,
states across Malaysia. The samples were divided into for the population of 15 – 40 years old, transport accident
treatment and control groups. The revised road safety was recorded as the principle cause of death at the rate of
module was supplied to the treatment group, whereas the 22.5%. Although there are still no exact statistics available,
control group did not use any module. For this purpose, a accidents involving younger students are also expected to
self-developed survey was employed to gauge responses. be high. This is due to the fact that younger students are
Data were analysed using IBM SPSS 22.0 software. The vulnerable to road users because they are inexperienced on
ANCOVA suggested that the treatment group roads. In addition, as rightly observed by [4] smaller stature
demonstrated significantly higher mean scores in the of the young students made them less visible to other road
post-test for both the knowledge and attitude towards road users. Meanwhile, other researchers such as [5], as well as
safety compared to the control group. However, no [6], emphasized on the cognitive ability of younger
significant difference between the groups was reported for students. According to them, poor cognitive ability of
the construct of perceived behavioural control. The young students has detrimental effect on their ability in
outcome of this research shall provide information to identifying hazards when crossing roads. Also, poor
agencies such as the Road Safety Department of Malaysia cognitive ability may result in difficulty among the young
and the Malaysian Institute of Road Safety Research to students to pay attention from one task to another which is
plan implementation of the revised module to all schools in very essential when using roads.
2020. It should be noted that injury among students is
considered more severe compared to adults. An injured
Keywords Attitude, Knowledge, Malaysia, Perceived child will require constant care that in turn deprives them
Behavioural Control, Road Safety Education, School from many opportunities associated with their age. For
Students example, if a child is hospitalised, he or she will definitely
miss school and other school-related activities. Fully aware
of the statistics, the government, through the Ministry of
Transport, set up the Road Safety Plan 2006 – 2010, with
1. Introduction the aim of alleviating and reducing accidents among
students. One of the strategies was to introduce road safety
According to [1], a total of 533 875 accidents were education (RSE) at school. The RSE was also treated as a
reported in Malaysia in 2017. As a consequence, 6 740 lifelong process and should start at the elementary level [7].
fatalities, 3 310 severe and 6 539 light injuries were According to [8], the main objective of RSE is to
minimise the number of accidents and fatalities. [9] quoted
2598 The Effect of Road Safety Education on Knowledge, Attitude and Perceived Behavioural
Control Regarding Road Safety Among Malaysian School Students

that the RSE programmes can be divided into two broad for the implementation of the RSE module.
categories, namely, the cognitive and the fear-appeal 1. The RSE was implemented by embedding the
programmes. Interventions in the cognitive programmes knowledge during the teaching and learning of
were aimed at enhancing students’ understanding and Bahasa Melayu (Malay Language) subject.
insights regarding their risk-taking behaviour. This is 2. Even though the RSE knowledge was embedded, the
because it was assumed that transferring information as focus of teaching and learning process is still on
well as personal experiences is adequate for behavioural language skills, namely, listening, speaking, reading,
changes among the students. Thus, activities such as talks and writing.
and demonstrations on safety behaviour of road users are 3. The RSE was implemented once a week in the
important agendas in the cognitive programmes. primary schools and twice a month (in the first and
Meanwhile, the main objective of the fear-appeal third week) for the secondary schools.
programmes is to inform the students about road safety 4. The RSE module was provided to teachers as teaching
risks through evoking fear. This is often done by providing aids, while students were provided with the RSE
caution to them especially through provoking fear and activity books to be completed as workbook.
adverse consequences of risk behaviour. This can also be 5. Teachers had the freedom to choose the day, time and
done through testimonies by victims of road accidents or language skills (listening, speaking, reading, or
by showing impact of accidents. writing) they wanted to incorporate into the RSE
Based on the abovementioned description, the during the teaching and learning process.
implementation of RSE in Malaysia falls into the cognitive
Contents of the RSE module were based on the themes
category. In Malaysia, RSE was implemented through
from the road safety curriculum provided by the Road
incorporating RSE module into the teaching and learning.
Safety Department (JKJR) and the Malay Language
The RSE module was initiated by the Ministry of
subject curriculum by the Curriculum Development
Education and implemented in all primary schools starting
Division, Ministry of Education. Examples of the RSE
from the year 2008; while for secondary school, the
contents for the primary and the secondary school are
program was started in 2012. The aim of the RSE module
given in Table 1 [10].
was to inculcate the positive attitudes towards road safety
practices [10]. The following approaches were underlined
Table 1. Examples of the Contents of the RSE Module

School Theme Focus Sub-focus

Understanding that roads are complex and dangerous places.
Defining traffic in their own language.
Classifying roads in terms of quietness, busy, width, and narrow.
Road Types of
Primary Explaining different types of roads in Malaysia and that vehicles are moving at different
environment roads
speeds in each type of road.
Identifying elements of transport environment that helps us be safer, or harm us, when
walking or cycling
Identifying and listing the factors related to road accidents in Malaysia.
Identifying and listing the impacts of road accidents in Malaysia. Stating the meaning of
risks, and taking risks and the implications of risks in general. Stating the relevance of the
risks, and taking risks with the road use behaviour
Risks and
Secondary Road use Stating the relevance of the risks, the risks and the implications of the risks to the road
its impacts
environment and travel situation
Identifying risk factors that affect the safety of teens as road users Listing behaviours that
affect the safety of all road users
Stating the consequences of unsafe road use
 Universal Journal of Educational Research 7(12): 2597-2603, 2019 2599

In 2014, the technical committee decided that the RSE and Australia (Toyota Community Foundation for a safe
module required revision since it had been run for the full traffic environment). Recently, Total and Michelin, two
circle. A study was conducted and results showed that the global players in mobility from France, launched the
RSE module required improvement in terms of contents of Worldwide Road Safety Education Programme to educate
the activity books and skills on road safety [11]. Therefore, 8 – 10 years old students in France, Cameroon, and India.
the work for the revised RSE module was conducted by One important aspect that has become central in
Malaysian Institute of Road Safety Research (MIROS) in discussion is the best method used for teaching the RSE.
2016 through a series of workshops with stakeholders such According to a review in a study by [15], providing
as school teachers, officers from the Ministry of Education, classroom instruction is a popular mode for teaching the
the Royal Malaysian Police, as well as panels and subject RSE. One of the possible explanations is that this
matter experts from local universities. The final revised classroom-based programme, which includes the use of
module was developed in 2016 for the primary schools, and books, videos, and lectures, is easy to be administered and
for the secondary schools in 2018. The revised module was incurs low cost. Moreover, the presence of teacher is also
established with the following objectives [12]: helpful in ensuring such programmes [16]. Some of the
1. To develop knowledge and understanding regarding classroom-based RSE programmes include “Cyrus the
the concepts of influencing safety among road users. Centipede’s Pedestrian Safety Program” for 5 – 8 years old
2. To develop safety-orientation positive attitudes and in the United States, Traffic Informer Programme
values, as well as understanding ways of influencing (Netherlands), Think First Hard Heads Programme for kids
their attitudes between 4 to 6 years old (Canada).
3. To develop road safety skills which focus on However, there are also arguments on the effectiveness
self-management, good decision making, of the classroom-based RSE programmes. Among other,
communication skills and interpersonal skills. [17] argued that classroom-based approaches are inferior.
One of the reasons is that it focuses too much on the
Critics have argued that the RSE programmes are often
knowledge but lacks practical road safety skills [18]. The
implemented without evidence of their actual effectiveness
support for more behavioural aspects in the RSE is further
[13]. As such, a large scale pilot study was conducted in
justified through a review by [19]. They found that the
2017 (primary schools) and 2018 (secondary schools). The
inclusion of behavioural intervention not only helps to
objective of the study was to evaluate the effectiveness of
retain the children’s knowledge, but also improves their
the RSE in the following perspectives [11]:
safety. From the perspective of developmental psychology,
1. Knowledge, attitude and perceived behaviour
it is argued that learning is context-specific. That is, when
2. Observational study on safe practices
students learn in classrooms, it is difficult for them to
3. Children’s influence on parents’ road use behaviour
transfer the experience to other contexts such as on the
Therefore, the purpose of this article was to report the roadside. As such, there is a need for the students to have
findings of the pilot study in relation to the first objective real world interaction [20] so that they are aware of the
for the secondary schools. Findings from the study should traffic in real situation. Also, real world activities enable
shed some lights especially with regards to the adequacy of students to learn basic road safety practices. [21] suggested
the revised RSE module in enhancing students’ knowledge, that the RSE should include real-life situations as close as
attitude and perceived behaviour regarding road safety. In possible in order to strengthen their positive behaviour
addition, this study is also important to suggest towards safety. However, bringing students to roadside
improvement to the revised module in terms of its contents should be done with full supervision from adults.
and implementation. Since the RSE targets students, it is important for the
programmes to take into consideration their development
as well [22]. It should be noted that for every activity on the
2. Literature Review road, there are specific skills that students need to acquire
to ensure their safety. These skills are not most probably
As rightly observed by [14], schools are the appropriate similar to adolescents or adults. For example, while it only
places to reach out to students and inform them about road requires good judgment for adolescents and adults, [23]
safety. As such, it is not unusual that many EU countries listed five fundamental skills that children need to acquire
have adapted the policy of implementing the RSE in school. in order to cross a road safely. Firstly, the students need to
For example, the MobileKids initiative was conducted in have skills in detecting the present traffic. This includes the
countries such as the United Kingdom, Germany, France, ability to search for vehicle movement as well as
Brazil, and Mexico to help students to be safe and prevent understanding traffic movements. Secondly, the students
accidents. Companies such as Toyota also actively also need to have the skills to identify the sources of danger
encourage road safety among children in various countries or distractions. Thirdly, in order to cross the road safely,
such as Thailand (White Road Campaign), Vietnam the students also must have the skills to estimate speed as
(Toyota Safety Driving Program), Argentina (Toyota Vos) well as accurate time-to-contact judgments. Fourthly, the
2600 The Effect of Road Safety Education on Knowledge, Attitude and Perceived Behavioural
Control Regarding Road Safety Among Malaysian School Students

students also require the skills to coordinate information using a 20-item self-developed multiple-choice test. In
gathered from various senses and sources, and finally, they particular, it measured various aspects of students’
need to understand their own capabilities – such as how knowledge on road safety. The test was developed in the
fast they can move. Also, it is highly likely that the Malay Language. It was dichotomously scored, where the
mentioned skills differ from one student to another due to correct answer was scored 1, and an incorrect answer was
variables such as gender, age, and experiences as road scored 0. The items were developed directly from the
users. As such, good RSE programmes should take into contents of the RSE revised module. For example,
consideration students’ development in their Activity 1 in the module was developed for the following
implementation. learning outcome: To measure learning outcome of
describing the importance of using apparel and safety
equipment to ride a motorcycle. For this purpose, the
3. Methodology following items were developed to measure the intended
learning outcome, as follows:
3.1. Sample Mengapakah memandu sambil berswafoto (selfie) berisiko
kemalangan?
The sample consisted of 835 Form 3 students (average
(Why does taking selfie while driving can cause accident?)
age = 15 years old) who were derived from six locations 1
A Menghalang lalu lintas. Preventing traffic.
across six states in Malaysia. Noting that in Malaysia,
Pemandu mungkin hilang kawalan.
the grade level was based on age of the students, in which B
Drivers may lose control.
the average age for Form 1 was 13 years old, while for Gambar yang diambil berkualiti rendah.
C
Form 2 students, their average age was 14 years old. Table Images taken are of low quality.
2 shows the demographic information of the sample. The D
Sukar memfokus kamera/telefon.
six locations were selected based on the reports of the Difficult to focus the camera/phone.
highest number of accidents involving users aged 13 to 16 The samples’ attitude towards road safety was
years old between 2010 and 2015 according to the measured using the self-developed questionnaire
statistics provided by the Royal Malaysian Police. consisting of 13 items. The attitude towards road safety
Table 2. Demographic information of the sample. was conceptualised in three components, namely,
cognitive, affective, and behavioural components. All the
Demographic N %
items were developed from the contents of the revised
District (State) module, as well as past studies related to the perceived
Lower Perak (Perak) 146 17.5 behavioural control such as [24]. Examples of the items
Central Malacca (Malacca) 126 15.1 are given in Table 3.
Kota Kinabalu (Sabah) 137 16.4
Table 3. Examples of the Items
Kajang (Kuala Lumpur) 119 14.3
Labuan (Labuan) 152 18.2 Component Sample of the Items

Kuala Terengganu (Terengganu) 155 18.6 Accidents are caused by human errors or
Cognitive
carelessness
Gender
Road safety education can improve the quality of
Affective
Male 381 45.6 road usage
Female 454 54.4 Behavioural I like to ride the bicycle with a pillion *
Group * negatively worded item
Treatment 438 52.5
Meanwhile, items related to the perceived behavioural
Control 397 47.5
control were developed based on the researchers’
The sample was divided into two groups, namely, the operationalization of the topics and learning outcomes of
treatment and the control groups. In each district, two the revised RSE module. This is because research on the
schools were randomly selected for the treatment group, perceived behavioural control regarding road safety is
while two others were selected for the control group. As almost non-existent. Examples of the 10-items instrument
such, there were a total of 12 treatment schools and 12 are given in Table 4.
control schools in this study. The treatment group used the
Table 4. Examples of the Items
revised RSE module whereas no module was employed
for the control group. The treatment group used the Topic Learning Outcome Example of the Items
revised RSE module for a duration of eight months. Stating ways to I myself determine the
Behaviour address risks related way to handle the risks on
and Risk to road users the road and no other
3.2. Instrument behaviour people.
In this study, the knowledge construct was measured
 Universal Journal of Educational Research 7(12): 2597-2603, 2019 2601

3.3. Data Collection significant main effect of the types of group safety [F
(1,831) = 9.885, p = .002, partial eta squared = .012] after
Data were collected in two occasions; in February and controlling on the pre-test scores. Both the results were
in October after the permission had been granted from the expected since the RSE module was specifically designed
Ministry of Education and the state education departments. to improve students’ knowledge and ultimate attitude
On both occasions, the students were assembled in special towards road safety. This is because the revised module
rooms such as library, lecture hall or meeting room as the was carefully developed to cultivate safety-oriented
researchers needed to brief them on how to respond to the knowledge, attitude and values [12]. For example, the
instrument. In total, it took about 30 minutes to answer all module consisted of various pages of advice, best practices,
the questions/items. as well as the dos and the don’ts regarding road safety. In
addition, the module also showed misbehaviours and
3.4. Data Analysis implications when road safety was not heeded. This
information certainly helps students to gain better
Data entry was done using the IBM SPSS 22.0. knowledge, which in turn, encourages a more positive
Descriptive statistics such as mean and standard deviation attitude towards road safety.
were reported to provide an overview of the measurement. Meanwhile, with regards to the perceived behavioural
In addition, comparisons between the treatment and control, the present study showed no significant main
control groups were conducted using the analysis of effect of the types of groups [F (1,832) = .610, p = .435,
covariance (ANCOVA). The pre-test scores were used as partial eta squared = .001] after controlling on the pre-test
covariates whereas the post-test scores represented the score. That is, the intervention RSE programme was not
dependent variables. Types of group (treatment, control) able to enhance the students’ perceptions on their ability to
were treated as the independent variables. perform appropriate behaviour such as advising speeding
school bus driver to slow down. In other words, even
though introducing the RSE module resulted in the change
4. Results and Discussion of both knowledge and attitude, there is little evidence to
show that the programme was able to change behaviour of
The following table shows the mean and standard the students. The result is not consistent with the finding of,
deviation (SD) for the treatment and control groups. It [27] that reported positive effect of RSE on students’
shows that for the construct of knowledge, the treatment perceived behavioural control. This is rather unfortunate
groups recorded higher mean score compared to the control since it is the user’s behaviours that are considered an
group. A similar trend is also reported for the post-test important factor causing accidents. For example, the
scores. Meanwhile, despite having lower pre-test scores, research by [28] revealed that behaviours identified as
the treatment group managed to record higher mean scores speeding, traffic errors, and safety violation were important
in the post-tests for both the attitude and perceived predictors that cause road crash among young
behavioural control. motorcyclists in Malaysia. They also identified that (1)
Table 5. Descriptive Statistics
crossing a junction while the traffic light is red, and (2)
exceeding the speed limit on a motorway as the two most
Construct Group
Mean SD frequently reported behaviours.
Pre-test Post-test Pre-test Post-test As such, it is perhaps important for the relevant agencies
Treatment 12.15 13.05 3.04 2.95 to relook at the approach of the RSE programme. For
Knowledge example, it should be noted that even though the current
Control 11.37 12.27 3.75 2.96
classroom-based programme might have several
Treatment 36.70 37.22 3.48 3.46
Attitude advantages in term of implementation, the approach did not
Control 36.79 36.62 3.26 3.39 provide opportunity to change the students’ behaviour
Perceived Treatment 30.52 28.94 3.22 2.63 regarding road safety. In the revised module, for instance, it
Behavioural was suggested that teacher should teach the topic of
Control Control 30.61 28.81 3.21 2.53
visibility for road users using video clips. After showing
Results from ANCOVA showed that there is a the video clips, students were encouraged to express their
significant main effect of the types of group on knowledge opinions on the possible situations road users might get
about road safety [F (1,831) = 9.165, p = .003, partial eta themselves in in the video [12]. However, it should be
squared = .011] after controlling on the prior knowledge noted that in real situations, there are a lot more contextual
score (the pre-test score) of the students. In more specific parameters such as road visibility, street lightings, the
terms, students demonstrated significantly higher scores number of road users, and timing that could influence the
when exposed to the revised RSE module. The finding was decisions to use the road. Therefore, we suggest that the
consistent with the results from evaluation of the previous RSE should also involve real world interactions so that
RSE module conducted by [25], as well as [26]. As for the students are made fully aware of all the parameters
attitude towards road safety, the present study found involved. More importantly, involving the students with
2602 The Effect of Road Safety Education on Knowledge, Attitude and Perceived Behavioural
Control Regarding Road Safety Among Malaysian School Students

real situations may help them learn basic road safety skills the Universiti Sains Malaysia for making this research
directly or indirectly. possible.
Nonetheless, one important area that requires further
investigation is the fact that the pre-test scores were found
to be significant predictors to the post-test scores for the
constructs of knowledge, attitude, and perceived
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