Abstract
The purpose of this study was to determine the effects of conflict resolution and related social skill development on students’ meta-cognitive competencies. The investigation was conducted throughout a 5-year period in elementary schools in the Philadelphia School District and in a neighboring urban school district. Sample subjects were fourth-and fifth-grade students. Each of the student samples (10 treatment groups and 8 comparison groups) were assessed for significant pretest to posttest differences using a one-tailed t test with an alpha level of .05. One-tailed t tests with an alpha level of .05 established that treatment group students demonstrated significant improvement in meta-cognitive skills. The research hypothesis was accepted. Consequently, the veracity of integrating conflict resolution and social skills training into curricula was affirmed.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
