Effects of Successmaker Computerized Curriculum on the Behavior of Disruptive Students

Abstract

This study investigated the effects of the SuccessMaker computerized curriculum upon the psychosocial and academic outcomes of students identified as chronically disruptive. Ninety-four subjects, ages ten to seventeen, assigned to an Alternative Placement Program for a period of 90 to 180 days were included in the study. Results of a t-test analysis revealed a significant difference between pre-treatment and post-treatment outcomes of the Rosenberg Self-Esteem Instrument applied to measure the psychosocial variable, self-esteem. The increase in student self-esteem can be explained by success in two areas comprising the SuccessMaker, “Readers Workshop” and “Reading Network.”