European Journal of <strong>Educational</strong> Studies 2(2), 2010groups, is a Likert type scale. High scores derived from the scale display high level of self efficacy indecision making and low scores mean low level of self efficacy in decision making.The internal consistency coefficients of the scale are; “accurate assessment of Personal and OccupationalFeatures” subscale: .98, “Collection of Career Information” subscale: .87, “Making realistic plans”subscale:.81 and total internal consistency coefficients of CDMSEQ are: .92. The results of the test-retest method inwhich score stability is tested are: “accurate assessment of Personal and Occupational Features”: 79,“Collection of Career Information”:.72, “Making realist plans”: .68 and all CDMSEQ: .78.Construct validiyof the scale: First factor (“accurate assessment of Personal and Occupational Features” : 11 questions), 30.91of total variance, second factor (“Collection of Career Information” : 8 questions) 5.64 and third factor(“Making realist plans” : 8 questions) 4.99.Total-item correlations in the whole scale are disributed as: .45 and .64, “accurate assessment of Personal andOccupational Features” : .54 and .74, “Collection of career information” : .45and .66, “Making realist plans”: .44 and .57InterventionThis study tested the “Computer Assisted Career Group Guidance Program” with the 8th grade elemantarystudents’ self efficacy of career decision making levels in which Scale for Self Efficacy of Career DecisionMaking (CDMSES) is used. By using this scale, occupational attitudes and behaviors related to dimensions(Accurate Assessment of Personal and Occupational Features, Collection of Career Information, MakingRealist Plans) of self efficacy in career decision making are aimed to be gained.Computer Assisted Career Guidance Program is generally carried out in three stages.In the first stage, a slide show has been presented about the meaning of interest, skill and personality traits;occupational development assignments and factors effecting occupational development process; postelementaryeducation options, higher education institutions and occupational fields. At the end of thepresentation, a group activity has been organized about what students’interests and skills are and theircommitted and uncommitted actions.In the second stage of Computer Assisted Career Guidance, BĠLDEMER (secodary education) program hasbeen put into practice. This program was developed by Kuzgun, Bozgeyikli and Timur (Kuzgun andBozgeyikli, 2008) for use in directing secondary school students to appropriate higher education institutions.Initially, students have been asked to rank their 5 desired educational options. Then, a presentation has beenheld on how to use BĠLDEMER (secondary education) and its purpose. Later, a sample application has beendone and students are provided with practical knowledge. And then by making every participant startBĠLDEMER (secondary education) program on their computer, they are asked to acquire a result list.Following this stage, subjects were asked to draw a comparison between the preceding list, which had beenprepared before program, and the one prepared via BĠLDEMER (secondary education). A sample applicationwas done with one of the participants who had the same results in both of his/her lists. This allowed otherstudents to see how questions were answered and it was also tried to increase the awareness of participantsabout what skills and interests were associated with educational options.Later on, with a similar practice, a group discussion was made on the lists of a participant whoseBĠLDEMER (secondary education) and self prepared lists were incompatible. During the discussion thereasons behind incompatibility were discussed. At the end of the discussion, by asking participant to refillthe BĠLDEMER (secondary education) question form according to his/her interest and skills, a more realisticlist was provided. Then in relation to their field of occupation and educational options on the list ofBĠLDEMER (secondary education) program, participants were provided to experience the activity ofresearching occupational and educational institutions.In the last stage of Computer Assisted Career Group Guidance, participants were asked to join career and jobweb sites like (www.iskur.org.tr ; www.yenibiris.com.tr etc.). Participants’ awareness about what type ofjobs and job areas have emerged and what kind of educational options, work experience and occupationalskills are required for these occupations and works have been raised by being registered to a career site. Thishelped participants in making future plans which are convenient to the personal traits, skils and interests.80
European Journal of <strong>Educational</strong> Studies 2(2), 2010Analysis of DataTo reveal whether Computer Asissted Career Guidance Program have been effective on participants’ selfefficacy of career decision making, the significance of the difference between the avarage scores, which isbelong to difference scores of pre-test and post-test scores, have been tested with t test for unrelated groups(X2-X1)-(X4-X3) (Büyüköztürk, 2001; Kaptan, 1998; Karasar, 1995). Therefore, difference scores primarilyhave been found by subtracting pre-test scores from post-test scores. Then difference between the avaragescores related to difference scores of experiment and control groups have been tested with t test for unrelatedgroups.RESULTSIn this section, analysis, which have been done to test hypothesis of the research, are presented. To reveal thedifference between pre-test and post-test difference scores of participating and nonparticipating subjects’CDMSEQ- Accurate Assessment of Personal and Occupational Features, CDMSEQ- Collection of CareerInformation and CDMSEQ- Making Realistic Plans; t test has been used for unrelated groups. Findingsrelated to this analysis have been given respectively in Table 2, Table 3 and Table 4.Table 2. T test results related to difference of CDMSEQ Accurate Assessment of Occupational and personalfeatures dimension’s difference scores*p
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