Finding Common Ground: Learning the Language of Peace

A preliminary statistical analysis remind ofs significant differences exist between the post-test attitudes of the experimental and direction group. Specifically, even though differences in learning about getting along with others from teachers, friends, and volumes existed between the experimental and direction group children prior to intervention, the difference between the attitudes of experimental assemblage children (M = 4.0, SD = 100) and mastery group children (M = 31 SD = 130) was flat stronger following the intervention, t(60) = 302 p = 001

Further analysis divest of coveringed significant differences between the post-test attitudes of the experimental and sway group students, even though the sum of two units groups did not differ before the intervention. For instance, scholars in the experimental group (M = 40 SD = 64) were more likely than dominion government group children (M = 36 SD = 100) to think about in what manner book characters are similar to them, t(60) = 221 p = 03 smooth though the groups did not differ before the intervention. The experimental clump was also more likely to report that reading stories helped them to learn in what way to get along with others. Finally, following the intervention, scholars in the experimental group (M = 29 SD = 124) were les likely to think they would walk away when seeing a fight start between sum of two units other people, compared to learners in the control group, (M = 35 SD = 105) t(60) = -212 p = 04 notwithstanding that no difference existed before the intervention. Means and standard deviations for pre- and post-test measures are reported in Table 1