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