Michael Shahnasarian

A comparison of the effectiveness of three computer-assisted career guidance systems: DISCOVER, SIGI, and SIGI PLUS

Abstract One hundred and twenty-six volunteer students from an introductory psychology course at a large public southeastern university were randomly assigned to one of three computer-assisted career guidance (CACG) systems — SIGI, SIGI PLUS, and DISCOVER. The respective systems were compared in terms of an instrument developed to measure three constructs in CACG effectiveness: analysis, synthesis, and computer effect. Both the Occupational Alternative Question (Zener & Schnuelle, 1972; modified by Slaney, 1980) and the My Vocational Situation (Holland, Daiger, & Power, 1980a) inventories were included to assess the possible moderating effect of individual differences in the perception of CACG effectiveness. The results revealed that the majority of participants in each condition rated the CACG system to which they were assigned positively on all three constructs. While we concluded there were no practical differences in effectiveness among the three systems, students with a need for career information rated the lists of career options generated by SIGI and DISCOVER more favorably than those with no such need. Implications for further research on the use of CACG systems are discussed.

Factors Influencing the Use of DISCOVER and SIGI.

Journal ofcareer D;uelapinent. Vol. 15(21. Winter 1988 James P. Sampson, Jr. is an Associate Professor in the Department of Human Services and Studies at The Florida State University. Michael Shahnasarian is President of Career Consultants of America. Robert C. Reardon is a Professor in the Department of Human Services and Studies and Director of the Curricular-Career Information Services at The Florida State University. The first and third authors also co-direct the Center for the Study of Technology in Counseling and Career Development. Support for this study was provided by a grant from the W. K. Kellogg Foundation through Project LEARN. The authors acknowledge the support and assistance of personnel at the American College Testing Program and the Educational Testing Service in completing this research. The authors also acknowledge the assistance of Terry Katz in the data analysis for this study. Computer-assisted career guidance (CACG) systems are becoming