FinalL316Report-Group4

# After the program based on post program test data

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that were identified by the students in the pre-program test. After the program (based on post-program test data, Table 16), each additional year of age increased bystander prevention strategies identified by 0.03. Once again, the low R-squared (0.003) and the P- value of 0.156 (P > 0.05) both indicate that the relationship between age and number of bystander intervention strategies identified is very weak and insignificant. All in all, the relationship between age and number of bystander intervention strategies identified is weakly positive, and the older age group tended to identify more bystander intervention strategies than the younger students, on average. Table 15: Regression analysis between age of number of prevention strategies identified in the pre-program survey Variable B SE P R-squared Age 0.010 0.043 0.820 0.0003 Constant 0.874 0.556 0.117 Table 16: Regression analysis comparing age with number of prevention strategies identified in the post-program survey Variable B SE P R-squared Age 0.028 0.019 0.156 0.0032 Constant 1.082 0.262 0.0 Conclusions and Recommendations In conclusion, it is difficult to draw analysis overall from this data, because some of the results ended up being very different from one another. Overall, age does not seem

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to be a factor in whether or not the students learned the important concepts from the Middle Way program. Some of the questions might need to be reconfigured in order for specific analysis to be made. For example, it was also challenging to draw conclusions for specific victim-blaming behaviors due to the vague nature of the question used to analyze that particular metric. Similarly, the question asking students to identify bystander intervention strategies did not specifically tell students how many strategies to identify, which may explain why the majority of students tended to only identify one strategy, rather than two or three. We recommend that age not be considered a major factor in determining the success of this program. However, it may be beneficial given the results of our analysis to separate the students into different age groups, taking into consideration that our results tended to suggest that one age group (either older or younger) responded more positively to certain aspects of the program. Therefore, we believe that age is currently not a determining factor in the results of the program, but with some reconfiguration of both the survey questions and the way the groups are set up, it may be possible to improve the vitality of the survey, which would allow for a better understanding of the effectiveness of the program.
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