Self-concept enhancement, computer education and remediation: A study of the relationship between a multifaceted intervention program and academic achievement

The increase of crime, drug use, and suicide among our youth points to the need to address more than academics in our schools. Self-concept enhancement should be incorporated into our current curriculum. There has been a plethora of research conducted connecting self-concept, self-esteem, and locus of control with academic achievement with conflicting conclusions as to relationships. The literature suggests the employment of self-concept enhancement along with the activities which increase students\u27 academic competence. Similarly, recent developments in computer technology suggest the potential for student computer use to increase both self-concept and academic achievement. The purpose of this study was to examine the relationship between a year-long, ninth grade program combining self-esteem education, computer activities and remediation in mathematics and English and academic achievement, attendance rate, self-concept and promotion rate of inner-city students. The participants in the program had scored below the twenty-fifth percentile on standardized tests in English and/or math at the end of eighth grade and were compared with a control group from the same school. The methodology included regression discontinuity design, matched and unmatched group t-tests, chi-squared distribution, Kolmogorov-Smirnov two sample test, surveys, and interviews. The data were gathered from school records, city-wide standardized tests, the Piers-Harris Children\u27s Self-Concept Scale and interviews with parents, teachers, and students. Due to the flatness of the regression line of the treatment group, no conclusion could be made in reference to the English scores. The treatment group, however, improved significantly on the Piers-Harris overall scores, anxiety factor and intellectual and school status factor. Similarly, the treatment group scored significantly higher than the control group on the same test, total score and school factor. The mathematics data were unavailable, and no difference was found in the promotion and attendance rates. The interview and survey data reflected strong support for the program and general agreement that the program had significant impact on the participants