Skip to main content

Table 3 Comparison of pre and post intervention scores on outcome measures for the control group (N = 19)

From: Effects of problem-solving interventions on aggressive behaviours among primary school pupils in Ibadan, Nigeria

No

Variable

Pre-intervention

Post-intervention

t test t (df)

p value

1

Total TRAB (mean, SD) [range of 0–42]

32.4 (5.7)

26.5 (4.9)

3.12 (18)

0.006*

2

SDQ (mean, SD)

 Emotional

4.3 (2.2)

5.7 (4.9)

−1.41 (18)

0.18

 Conduct

4.4 (2.1)

4.0 (1.5)

0.97 (18)

0.35

 Hyperactivity

5.3 (1.3)

5.8 (2.0)

−0.85 (18)

0.41

 Peer problems

5.8 (1.4)

6.9 (3.2)

−1.57 (18)

0.13

Total difficulties score [range of 0–40]

19.7 (4.4)

22.4 (7.5)

−1.62 (18)

0.12

 Prosocial

6.4 (2.2)

6.7 (1.4)

−0.67 (18)

0.51

3

SRAS (mean, SD) [range of 0–14]

7.6 (4.3)

10.5 (4.7)

−2.42 (18)

0.03*

4

ATAQ (mean, SD) [range of 19–76]

 Retaliation belief

9.6 (4.4)

7.6 (3.8)

1.83 (18)

0.08

 General belief

23.2 (6.3)

20.7 (6.4)

1.29 (18)

0.21

 Coping strategies

16.7 (3.2)

20.1 (4.2)

−2.64 (18)

0.02*

5

SCAS (mean, SD) [range of 0–28]

13.6 (6.4)

13.7 (5.3)

−0.04 (18)

0.97

  1. One student dropped out
  2. TRAB Teacher rating of aggressive behaviours (total maximum score = 42), SDQ Strengths and Difficulties Questionnaire (total maximum score = 40), SRAS Self rated aggression scale (total maximum score = 14), ATAQ Attitude towards aggression questionnaire (total maximum score = 76), SCAS Social cognition and attribution scale (total maximum score = 28)
  3. * Data was statistically restricted with Bonferonni adjustment