الفهرس 
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Abstract
Children are considered vulnerable road users because they may not be developmentally ready, they do not have the physical, perceptual and cognitive skills and their limited experience and abilities to make safer judgements and choices of their own about complex road situations. However, the chances of an accident happening can be reduced by teaching children how to cope with the traffic environment.
It is important for the development of children is to be able to go outside and travel from one place to another independently and safely especially on their journeys to and from school, as well as to enjoy freedom of movement to play and explore their surroundings that is why the street is an irreplaceable learning environment; it is the place where children develop their social, physical and creativity skills. Road accidents remain one of the main causes of premature death among children aged 0-15. A death or life changing injury of a child caused by a road traffic collision has a destructive impact upon the family and community.
The aim of the current study was to assess the effect of educating road safety measures on road user behaviors of primary school children in Alexandria.
Research design: A true experimental study design was used.
Setting:
The study was carried out in (8) governmental mixed primary schools in Alexandria.
Subjects:
By using multistage sampling technique all pupils in the randomly selected classes of six grade were included in the study resulting in a total sample size of = 415 pupil divided into two groups 207 pupil as study group and 208 as a control group.
Tools of data collection:
Four tools were used to collect the required data for the study;
Tool (I): Primary school children’s road related data questionnaire:
This tool was developed by the researcher based on literature review. It consisted of two parts:
Part 1- Road related data
It included data such as, method of transportation from home to school and back, time spending from home to school, person accompanying the child to school, bicycle ownership, previous exposure or near exposure to traffic accident, any one of friends or relatives exposed to traffic accident, previous instructions taken about road safety, and source of those instructions, any previous school lessons taken about road safety, and if the child is crossing the roads alone, and playing in the road.
Part 2- Socio-demographic characteristics
It included the following data such as age, sex, area of residence, parent‟s educational level.
Tool (II):Primary school children’s road safety knowledge questionnaire
Tool (III): Road user Behavior Questionnaire (RBQ)
It is a self-report tool developed by Elliott and Baughan (2004) was modified by the researcher for investigating how often participants engage in 22 different road-user behaviors.
Tool (IV): Road user behaviors observation checklist:
This tool was developed by the researcher based on literature review to assess the pupils‟ road use behavior through simulation in the school playground.
Method:
Approval of the director of each selected zone was obtained then pilot study was carried out on a sample of (32) primary school children, road safety measures education were applied according to the following phases:
A. Assessment phase: Pre test for both study and control groups was conducted using the four tools.
B. Planning phase: The preparation of road safety measures education and different teaching methods, learning aids and the schools play ground for the simulation activity.
C. Implementation phase:
- The road safety measures education were implemented for all pupils in the class in the form of five sessions each session took 45 minutes according to available time and it included the following; session1: Safe places to walk, session2: Seeing and being seen and factors affecting visibility on the road, session3: Safe road crossing behaviors, session4: where and how to play safely, session5: Traffic signs and signals, and using buses and other vehicles safely.
- The researcher used different teaching methods as; classroom activity: as demonstration, discussion, and lectures. Outdoor activities in school playground: as simulation of walking on the street with and without pavement, and crossing the road.
- Different audiovisual materials were prepared by the researcher and used in conducting the sessions: drawing activities and coloring booklet about road safety, learning aids as handout and pictures, and table-top model of road and car toys simulation game.
D. Evaluation for the study group was conducted by post test immediately after the end of sessions and at one month follow-up to determine effect of the road safety measures education on improving the road user behaviors of children (using tool II, III and IV). Post Part 2- Socio-demographic characteristics
It included the following data such as age, sex, area of residence, parent‟s educational level.
Tool (II):Primary school children’s road safety knowledge questionnaire
Tool (III): Road user Behavior Questionnaire (RBQ)
It is a self-report tool developed by Elliott and Baughan (2004) was modified by the researcher for investigating how often participants engage in 22 different road-user behaviors.
Tool (IV): Road user behaviors observation checklist:
This tool was developed by the researcher based on literature review to assess the pupils‟ road use behavior through simulation in the school playground.
Method:
Approval of the director of each selected zone was obtained then pilot study was carried out on a sample of (32) primary school children, road safety measures education were applied according to the following phases:
A. Assessment phase: Pre test for both study and control groups was conducted using the four tools.
B. Planning phase: The preparation of road safety measures education and different teaching methods, learning aids and the schools play ground for the simulation activity.
C. Implementation phase:
- The road safety measures education were implemented for all pupils in the class in the form of five sessions each session took 45 minutes according to available time and it included the following; session1: Safe places to walk, session2: Seeing and being seen and factors affecting visibility on the road, session3: Safe road crossing behaviors, session4: where and how to play safely, session5: Traffic signs and signals, and using buses and other vehicles safely.
- The researcher used different teaching methods as; classroom activity: as demonstration, discussion, and lectures. Outdoor activities in school playground: as simulation of walking on the street with and without pavement, and crossing the road.
- Different audiovisual materials were prepared by the researcher and used in conducting the sessions: drawing activities and coloring booklet about road safety, learning aids as handout and pictures, and table-top model of road and car toys simulation game.
D. Evaluation for the study group was conducted by post test immediately after the end of sessions and at one month follow-up to determine effect of the road safety measures education on improving the road user behaviors of children (using tool II, III and IV). PostPart 2- Socio-demographic characteristics
It included the following data such as age, sex, area of residence, parent‟s educational level.
Tool (II):Primary school children’s road safety knowledge questionnaire
Tool (III): Road user Behavior Questionnaire (RBQ)
It is a self-report tool developed by Elliott and Baughan (2004) was modified by the researcher for investigating how often participants engage in 22 different road-user behaviors.
Tool (IV): Road user behaviors observation checklist:
This tool was developed by the researcher based on literature review to assess the pupils‟ road use behavior through simulation in the school playground.
Method:
Approval of the director of each selected zone was obtained then pilot study was carried out on a sample of (32) primary school children, road safety measures education were applied according to the following phases:
A. Assessment phase: Pre test for both study and control groups was conducted using the four tools.
B. Planning phase: The preparation of road safety measures education and different teaching methods, learning aids and the schools play ground for the simulation activity.
C. Implementation phase:
- The road safety measures education were implemented for all pupils in the class in the form of five sessions each session took 45 minutes according to available time and it included the following; session1: Safe places to walk, session2: Seeing and being seen and factors affecting visibility on the road, session3: Safe road crossing behaviors, session4: where and how to play safely, session5: Traffic signs and signals, and using buses and other vehicles safely.
- The researcher used different teaching methods as; classroom activity: as demonstration, discussion, and lectures. Outdoor activities in school playground: as simulation of walking on the street with and without pavement, and crossing the road.
- Different audiovisual materials were prepared by the researcher and used in conducting the sessions: drawing activities and coloring booklet about road safety, learning aids as handout and pictures, and table-top model of road and car toys simulation game.
D. Evaluation for the study group was conducted by post test immediately after the end of sessions and at one month follow-up to determine effect of the road safety measures education on improving the road user behaviors of children (using tool II, III and IV). Post.