The Effect of conflict resolution training program on elementary school students' conflict resolution strategies

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2002
Çoban, Revan
he purpose of the study was to investigate the effect of conflict resolution training program on elementary school students' conflict resolution strategies. The participants of the study consisted of 54 fourth grade level students from Middle East Technical University Foundation Private Primary School. The quasi- experimental pre-test, post-test, follow-up control group design was used in the present study. The experiment group, which received conflict resolution training over a period of eight sessions, consisted of 28 students (18 boys and 10 girls). The control group, which received no training, consisted of 26 students (15 boys and 11 girls). The sessions were held, twice a week for one month period, lasted approximately a class hour (45 minutes). iii"Conflict Scenario Written Measure" (Johnson, Johnson, & Dudley, 1992) which consisted of three hypothetical conflict situations (taking turns at a computer; queuing, and name-calling) was used to collect data. Subjects "Conflict Scenario Written Measure" scores for the three hypothetical conflict situations were submitted to three separate 2 (experiment-control) X 2 (Gender) X 3 (Pre-test, post-test, follow- up) ANOVA's with the first factors as between-subjects factors and the last factor serving as a repeated measures. The results indicated that there were significant differences between experiment and control groups students' conflict resolution strategies in three hypothetical conflict situations after the training. In other words, the findings indicated that the strategies the experiment group subjects used to resolve conflicts in taking turns at a computer, queuing, and name-calling hypothetical conflict situations have significantly changed from pre-test to post-test and this change was retained six months after the training. However, no significant differences were assessed between "Conflict Scenario Written Measure" scores of the subjects in the control group condition. Findings also indicated no significant differences between the pre-test, post-test and follow-up Conflict Scenario Written Measure scores of boys and girls in experiment and control group conditions for the three hypothetical conflict situations. On the other hand, findings indicated that regardless of the group, significant changes were identified between both girls and boys at pre-test, post-test, and follow-up measures in name-calling conflict.

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Citation Formats
R. Çoban, “The Effect of conflict resolution training program on elementary school students’ conflict resolution strategies,” Middle East Technical University, 2002.