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

Table 4 Comparison of post intervention scores on outcome measures

No	Variable	Treatment group (N = 18)	Control group (N = 19)	t test t (df)	p value
1	Total TRAB (mean, SD) [range of 0–42]	18.22 (8.60)	26.47 (4.89)	−3.61 (35)	0.001*
2	SDQ (mean, SD)
	Emotional	4.56 (1.72)	5.74 (4.94)	0.96 (35)	0.34
	Conduct	6.00 (3.43)	3.95 (1.51)	−2.39 (35)	0.02*
	Hyperactivity	7.61 (4.93)	5.79 (2.02)	−1.49 (35)	0.15
	Peer problems	6.28 (2.68)	6.89 (3.16)	0.64 (35)	0.53
	Total difficulties score [range of 0–40]	24.44 (7.78)	22.37 (7.51)	−0.83 (35)	0.41
	Prosocial	6.83 (3.94)	6.74 (1.37)	−0.10 (35)	0.92
3	SRAS (mean, SD) [range of 0–14]	6.11 (4.90)	10.53 (4.71)	−2.80 (35)	0.008*
4	ATAQ (mean, SD) [range of 19–76]
	Retaliation belief	5.78 (2.67)	7.63 (3.76)	1.72 (35)	0.94
	General belief	17.17 (5.48)	20.74 (6.38)	1.82 (35)	0.08
	Coping strategies	22.11 (2.83)	20.05 (4.25)	−1.73 (35)	0.09
5	SCAS (mean, SD) [range of 0–28]	13.83 (5.26)	13.68 (5.68)	0.08 (35)	0.94

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)
* Data was statistically restricted with Bonferonni adjustment

ISSN: 1753-2000