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Predictors of long-term knowledge retention in the driver theory test
David A Stefan1,2, Daniël D Heikoop3, Joost C F de Winter2
1Research & Development, Centraal Bureau Rijvaardigheidsbewijzen (CBR), Rijswijk, The Netherlands.
Scientific Reports
|July 2, 2025
Summary
Lower education levels correlate with poorer driving theory test retention. While instructor-led courses aid initial pass rates, knowledge decay varies based on test item relevance to driving experience.
Area of Science:
- Traffic Psychology
- Driver Education
- Road Safety
Background:
- The driving theory test is crucial for assessing driver competence.
- Predictors of theory test performance and long-term knowledge retention are not well understood.
- Understanding knowledge retention is vital for effective driver training and licensing.
Purpose of the Study:
- To investigate predictors of car theory test performance.
- To examine the long-term retention of knowledge acquired for the driving theory test.
- To identify factors influencing knowledge retention over time.
Main Methods:
- A large-scale survey and retention test administered to 50,857 individuals who passed the Dutch car theory test (Nov 2019 - Oct 2023).
- The retention test comprised 20 novel items, serving as a proxy for knowledge recall.
- Analysis correlated educational background, course-taking habits, and test performance.
Main Results:
- Lower levels of education were associated with significantly lower performance on the knowledge retention test.
- Individuals who completed instructor-led courses, common among lower education groups, showed a higher likelihood of passing the initial theory test.
- Knowledge retention varied by test item, suggesting a distinction between functionally relevant driving knowledge and isolated rules.
Conclusions:
- Educational background is a significant factor in driving theory knowledge retention.
- Instructor-led courses may improve initial test success but do not guarantee long-term knowledge retention.
- Future driver education strategies should consider the nature of tested knowledge to enhance durable learning.
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