Chapter 1 HISTORICAL PERSPECTIVE ON COMPUTER-BASED GUIDANCE AND INFORMATION SYSTEMS By the mid-sixties, the computer had proven its effec tiveness in business and government and was begin ning to do so in education. Early conceptualization of its use in career development was independently pursued by three career guidance theorists. Donald E. Super, in collaboration with Frank Minor of IBM, designed and implemented the Education and Career Exploration System (ECES), which used student grades, ability measures, and interest assessments to suggest occupations for exploration. It helped students do this exploration by providing printed occupational descriptions and work task simulations on slides under computer control.

Research to consider the effectiveness of computer-assisted guidance system (CACG) and credit career planning courses was conducted during the 1988 spring semester at Pennsylvania State University and the University of Virginia. The research inethodology included use of a four-group pretest-posttest design at each university. Group treatment conditions using undecided university students were the following: (a) CACG use by students enrolled in a career planning course, (b) students enrolled only in a career planning course without CACG use, (c) CACG use by students enrolled in an introductory business or psychology course, and (d) students enrolled only in an introductory business or psychology course. Participants (N= 112) were in first through fifth semester standing and were assigned randomly to CACG use conditions. Dependent measures were the Survey of Career Development, the SelfAssessment in Career Planning Confidence Questionnaire, and the Career Decision Scale. Almost all treatment conditions (CACG and/or career planning courses) produced significantly higher scores than the control conditions. Most comparisons of group means did not indicate, however, that the inclusion of CACG within a career planning class produced significantly higher gains on the measures than a career planning course only. Computer-assisted guidance systems have enjoyed widespread use in schools and colleges throughout the 1980s. Johnston, Buescher, and Jeffrey W.

This study examined the separate and combined effects of a career planning course and a computer-assisted career guidance system (SIGI PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course and SIGI PLUS; SIGI PLUS only; wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences among groups for each measure. Significant overall differences were found for each measure. Follow-up procedures revealed significant differences between specific career treatment groups and the control group. Implications for counselors are discussed.

This study explored the effects of the Career Navigator program on college student self‐rated knowledge and skill in the job search process as compared to a professional development business administration course and a no‐treatment control group.

A B S T R A C T :This study examined the separate and combined effects of a career planning course and a computer-assisted career guidance system (SIGI PLUS) on undecided university students. Seventy first and second year university students were randomly assigned to one of four treatment groups (career planning course only; career planning course and SIGI PLUS; SIGI PLUS only; wait-listed control group). Pre and posttest measures were administered and an analysis of covariance was conducted to determine differences among groups for each measure. Significant overall differences were found for each measure. Follow-up procedures revealed significant differences between specific career treatment groups and the control group. Implications for counselors are discussed.