Required hours of practice for learner drivers: A comparison between two Australian jurisdictions

Bates, Lyndel; Watson, Barry; King, Mark · 2010 · Crossref

DOI: 10.1016/j.jsr.2010.02.006

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Summary

This study investigates whether mandating a specific number of supervised practice hours for learner drivers influences the total amount of practice undertaken. The research compares learner drivers in two Australian jurisdictions with differing Graduated Driver Licensing (GDL) requirements: New South Wales (NSW), which required 50 hours of supervised practice recorded in a logbook, and Queensland, which had no minimum hour requirement at the time of the study. The motivation stems from concerns that while extended learning periods reduce crash risk, mandated hour requirements might inadvertently signal to learners and parents that completing the minimum is sufficient, potentially discouraging additional practice. The researchers employed a cross-sectional survey design, recruiting 392 participants (219 from Queensland, 173 from NSW) who had recently passed their practical driving tests at licensing centers. Participants completed telephone interviews detailing socio-demographic factors and self-reported hours of supervised practice with both professional instructors and private supervisors. The study analyzed differences in total practice hours, distribution patterns, supervisor types, and the impact of logbook usage between the two jurisdictions. Results indicated that NSW learners reported significantly higher average practice hours (M = 73.3) compared to Queensland learners (M = 64.1). However, the distribution of practice differed markedly. NSW participants’ hours clustered around the 51–75 hour range, suggesting many stopped shortly after meeting the mandate. In contrast, Queensland participants exhibited a bimodal distribution, with groups reporting either 26–50 hours or over 100 hours. NSW learners relied more heavily on parents and friends for supervision, whereas Queensland learners used professional instructors more frequently. Additionally, NSW learners found it easier to obtain practice and were more likely to use logbooks, though voluntary logbook use in Queensland did not significantly increase practice hours. Regression analysis identified state of residence and household vehicle availability as significant predictors of practice hours. The findings suggest that mandating supervised practice hours has complex implications. While it increases the average amount of practice, it may also create a "ceiling effect," discouraging learners from exceeding the minimum requirement. The bimodal distribution in the non-mandated jurisdiction indicates that some learners naturally engage in extensive practice without mandates. The authors conclude that policymakers must carefully consider the specific number of hours mandated, as setting a requirement that is too low may inadvertently limit overall practice. Furthermore, compulsory logbooks appear effective in ensuring compliance and facilitating supervision by parents, whereas voluntary logbooks are often unused due to lack of awareness.

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Topics

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• learner drivers
• graduated licensing
• novice drivers
• licensing policy