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The effects of two computer-assisted career guidance programs--discover and sigi plus--on the career development of high school students
| Content Provider | Semantic Scholar |
|---|---|
| Author | Yang, Shu-Chen Jane Myers, Roger A. |
| Copyright Year | 1991 |
| Abstract | This study examined the effectiveness of two computer-assisted career guidance programs, DISCOVER and SIGI PLUS, on high school students' career development with six dependent variables: career maturity, career salience, accuracy of self-knowledge, certainty of vocational preference, satisfaction of vocational preference, and vocational exploratory behavior. Investigated also were the effects on career development of learning ability, computer use time, gender, grade, race, and decision-making style. Subjects were 96 11th and 12th graders from an urban high school. All were volunteers, minority group members, and from middle and lower socioeconomic backgrounds. Based on learning ability levels, measured by the Degrees of Reading Power test, students were randomly assigned to two experimental groups. One used DISCOVER and the other SIGI PLUS. A posttest was administered comprised of the Career Development Inventory, Salience Inventory, Vocational Survey Form, Interest Questionnaire, and Learning Ability Questionnaire. SIGI PLUS users also took the Self-Directed Search. Four weeks following treatment, all subjects completed the Vocational Exploration Behavior Checklist. A two-way MANOVA and chi-square procedure were performed on data obtained. Major results revealed: (a) no differentiation between treatment groups with the best linear combination of 12 subscales of career development measures; (b) no significant difference between the two groups on the vocational exploratory behavior measure; (c) no significant multivariate interaction effect between treatment and learning ability level on scores of five of the dependent variables; (d) no differentiation among the three categories of computer use time with the best linear combination of 12 subscales; and (e) significant differences among the three learning ability levels on three subscales of the CDI and accuracy of self-knowledge of ability. The additional analysis yielded either significant or nonsignificant results on all factors investigated. Limitations included demographic composition and absence of a nontreatment control group. Further research was recommended with differing samples and inclusion of a nontreatment control. Implications of practice were discussed, including methods for counselors to enhance practice and development of comparable computer-assisted systems in other countries. Implementation would benefit both high school students and the nation to which they would contribute. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://www.aare.edu.au/data/publications/1993/yangs93252.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
