The effects of a career planning model on the career maturity of undecided freshman students in a state-supported historically black college

Statement of the problem. The purpose of this study was to determine effects of a career planning model on the career maturity of undecided freshmen enrolled in a personal orientation course at a state-supported, historically black college. The study also tested relationships and differences among undecided freshman students' performance on the Career Maturity Inventory (CMI) and selection of an academic major in comparison to gender, academic performance (measured by cumulative grade point average), and student classification (regular freshmen versus developmental studies freshmen).; Methods. Data were collected on 152 undecided freshman students enrolled in four personal orientation classes during the 1990 spring quarter at Fort Valley State College. Two instructors taught the four classes. Since the four classes represented intact groups, the study's design was the nonequivalent control group design. The CMI was administered to each group as a pretest and posttest. Two classes (experimental groups) received instruction based upon a career planning model, Take Hold of Your Future. Two classes (control groups) received the regular instruction of Personal Orientation 102.; {dollar}t{dollar} tests on the pretests were utilized to demonstrate equivalence among the four groups. Therefore, the four groups were collapsed into two groups (one experimental and one control). Analysis of variance, {dollar}t{dollar} tests, chi-square, and Pearson {dollar}r{dollar} were used to test eight null hypotheses at the.05 level of significance.; A significant difference was found between performance on the Career Maturity Inventory and the variables enrollment status (enrolled versus nonenrolled in a career planning course), gender, and student classification. There was no significant relationship between performance on the CMI and academic performance. A significant relationship was found between selection of an academic major and enrollment in the career planning course. There was no significant difference between selection of an academic major and gender, academic performance, and student classification.; Conclusions. There was evidence to indicate that enrollment in a personal orientation course with a career planning focus has a positive effect on the career maturity of undecided freshman students. In addition, undecided freshmen enrolled in this same course demonstrated far greater career decision-making skills in selecting an academic major.