Assessing the Effectiveness of Traffic Education Programs on Driving Practices in Ghana

Emmanuel Sakyi-Yeboah; Gabriel Obed Fosu; Matilda Aninwaa; Emmanuel Kofi Lawer

doi:10.56741/IISTR.jpes.001168

Authors

Emmanuel Sakyi-Yeboah African Institute for Mathematical Sciences
Gabriel Obed Fosu
gabriel.of@knust.edu.gh
Kwame Nkrumah University of Science and Technology https://orcid.org/0000-0001-9906-2970
Matilda Aninwaa African Institute for Mathematical Sciences
Emmanuel Kofi Lawer African Institute for Mathematical Sciences

Keywords:

Commercial Drivers, Driving Experience, Road Safety, Road Traffic Accidents, Traffic Laws

Abstract

Traffic education is crucial in enhancing driver skills, improving road safety, and reducing traffic-related accidents. This study investigates the impact of traffic education on driver behavior, focusing on differences between private and commercial drivers and the influence of driving experience across key content areas, including Traffic Laws and Regulations, Basic Driving Skills, Hazard Awareness, and Road Courtesy. The study employed descriptive and inferential statistical analyses to assess participation rates and the effectiveness of traffic education programs. The results show that Basic Driving Skills emerged as the most frequently engaged and effective content area, while Road Courtesy and Impaired Driving training received little attention. Significant disparities were observed in participation, with private drivers engaging more consistently in structured educational programs than their commercial counterparts. The analysis also indicates that drivers with fewer years of experience report higher impacts from traffic education, underscoring the importance of early and continuous engagement in training programs. Notably, the study found no significant difference in the effects of traffic education based on years of driving experience, highlighting the need for a comprehensive revision of traffic education programs to address these gaps and improve road safety outcomes.

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Author Biographies

Emmanuel Sakyi-Yeboah, African Institute for Mathematical Sciences

holds an MSc in Mathematical Sciences and a BSc in Mathematics. He has over a decade of experience as a Mathematics Assessment Development Officer. His professional interests centre on enhancing assessment methodologies to promote critical thinking and the application of mathematical concepts to real-world problem-solving (email: esakyiyeboah@gmail.com).

Gabriel Obed Fosu, Kwame Nkrumah University of Science and Technology

holds a PhD in Applied Mathematics. His research interests include mathematical modelling, applied analysis, and technology integration in mathematics education. He is passionate about leveraging mathematical tools to address societal challenges, including road safety (email: gabriel.of@knust.edu.gh).

Matilda Aninwaa, African Institute for Mathematical Sciences

is a Mathematics teacher with a Master’s in Mathematical Sciences from the African Institute of Mathematical Sciences, Ghana. Her academic and professional interests lie in mathematics education, focusing on developing innovative and practical teaching methodologies that enhance students’ understanding of mathematical concepts. (email: matilda@aims.edu.gh).

Emmanuel Kofi Lawer, African Institute for Mathematical Sciences

is an African Institute for Mathematical Sciences, Ghana graduate. He is passionate about using mathematics education to address real-world challenges. His current focus is developing innovative, data-driven approaches to enhance students’ understanding of traffic safety. (email: elawer@aims.edu.gh).

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