Research to consider the effectiveness of computer‐assisted guidance systems (CACG) and credit career planning courses was conducted during the 1988 spring semester at Pennsylvania State University and the University of Virginia. The research methodology 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.
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Garis et al. (1990) studied this question.
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