Retention and Acclimation

Career Quest Corporation

Empirical Study
TM

Helping Students realize their College to Career Potential

Date: 01/20/2000

Empirical Study
Career Quest Corporation
Retention and Acclimation
Empirical Study

3307 Wilmington Road

P.O. Box 925
New Castle, Pennsylvania

Phone: 800-779-3472
Fax: 724-658-7310
E-mail: info@thecqcorp.com
Web site: www.careerdisc.com

An Institute for Motivational Living Company

Institute For Motivational Living

 Table 8

T-Test Comparison of Instructor Ratings Between Career Quest Participants and Non-

Participants

Participants’ Non-Participants’
The CAREERQuest program was researched, written and developed
Item Mean Score Mean Score df t
by Dr. Sanford Kulkin, Ph.D. and Coleen Kulkin, M.A.
The way the instructor 5.52 5.18 270 1.75 (N.S.)
Founder Coleen Kulkin is the Program Director for the taught the course.
Sanford G. Kulkin, Ph.D CAREERQuest™ retention and acclimation program. She
is responsible for the research, and development of The total advising 5.68 4.65 270 4.45 ***
This program was researched, profiles, surveys, and content found within the experience with your
written and developed by Dr. CAREERQuest™ program materials. Ms. Kulkin has instructor.
Sanford Kulkin, Ph.D. and devoted much of her academic life to the study of
Coleen Kulkin, M.A. individual learning, thinking, and communicating Your instructor’s 5.96 5.69 270 1.57 (N.S.)
preferences. preparation for class.
After 15 years of encouraging
behavioral strengths in corporations, management Today, Ms. Kulkin serves as the Program Director for
Your instructor’s 6.03 5.46 270 2.95 **
consultant and IML founder, Dr. Sanford G. Kulkin CAREERQuest™ and continues to be instrumental in the
availability when you
turned his sights toward educating young people in the ongoing development of retention and acclimation materi-
als being used in many colleges and universities in the needed help.
principles of strength recognition.
United States and Canada.
Dr. Kulkin heads the development team for The helpfulness of your 5.64 5.17 270 2.23 *
CAREERQuest™ Acclimation & Retention Ms. Kulkin earned her Bachelor's of instructor in discussing
materials¹. He is the Founder and President of The Arts degree in Organizational Com- your personal success plan.
Institute for Motivational Living Inc. (IML), a training munication and her Master of Arts
and publishing company that designs and publishes degree in Corporate Communication, Your instructor’s concern 5.75 5.54 270 1.10 (N.S.)
tools to help people communicate and work together from Duquesne University. During for your success.
more effectively. He is also the president of her masters' studies, she participated
CAREERQuest™, the marketing company for IML. in the graduate assistantship program, Your instructor’s 5.99 5.48 270 2.81 **
assisting in the teaching of classes in enthusiasm for the course.
Dr. Kulkin is a nationally recognized expert in behavior modific ation and conflict
developing individual ownership of corporate goals. resolution. Coleen is the daughter of The overall quality of 5.70 4.54 270 5.99 ***
He also serves as the Chairman of the Board of Dr. Sanford Kulkin. class discussions and
Directors for the Bair Foundation, a pioneering agency Co-Author activities.
in Christian foster childcare and is also Chairman of Coleen R. Kulkin, MA *** p < .001
the Board of Family Life America, a non-profit
** p < .01
organization dedicated to enhancing the quality of
* p < .05
contemporary family life. Dr. Kulkin earned his
Bachelor of Arts degree from Washington and N.S. = not significant
Jefferson University and completed his doctorate in
Psychology and Counseling at Vermont College of
Norwich University. Dr. Kulkin's goals are firmly
rooted in the success of every young man and woman.
His vision is to help identify the strengths of every
individual and direct him or her toward a successful
career.

¹ CAREERQuest Acclimation & Retentions Materials are use in this study.

2
23
Table 7 continued

optimal learning
environment for myself
based on the way I
process information.

I can identify characteristics 5.21 4.85 270 1.99 *

of my style of thinking.
Index
I understand why 5.52 5.23 270 1.62 (N.S.)
different personality
Introduction Pg. 3-5
styles can come into
conflict. Testimonials Pg. 6-7
I know my learning style. 5.62 4.94 270 3.51 *** Eastern College Validity Study Pg. 8-23
I know how to adapt to 4.69 4.32 270 2.02 *
classes that are not ideal
for my thinking style.

I am aware of my strengths 5.35 5.28 270 .41 (N.S.)

and weaknesses in relating
to others.
*** p < .001
** p < .01
* p < .05
N.S. = not significant

3
22
Introduction Table 7

CAREERQuest™ was established in 1996 to market and distribute career-related products and services T-Test Comparison of Student Outcomes Between Career Quest Participants and Non-
published by The Institute for Motivational Living Inc. CAREERQuest™ is devoted to building students'
self-esteem through outreach and college programs like the retention and acclimation program that this Participants
empirical study addresses. CAREERQuest™ was founded to help today's young men and women reach
their fullest potential. Participants’ Non-Participants’
Item Mean Score Mean Score df t
From its inception, CAREERQuest™ has been testing retention and acclimation in hundreds of high I have learned to set 4.82 4.37 269 2.21 *
schools, colleges and universities in the United States and Canada. For the past three years, realistic goals this
CAREERQuest™ materials have been enhancing the socialization and learning processes of thousands of semester as a result
students while positively impacting retention rates. In a market that is dominated by costly and complex of this class.
retention programs, CAREERQuest™ has been seen as a breakthrough solution. CAREERQuest™ has
been able to deliver products that are cost-effective, user-friendly, and simple to administer and interpret. I understand my style 5.26 4.73 269 2.76**
Most importantly, the CAREERQuest™ program is easy to understand because it has been written for of taking in and
young people. processing information.
Today, new electronic methods for delivering CAREERQuest™ materials are available allowing colleges,
universities and young professionals access to these products via the Internet or college Intranet. I recognize how to study 4.97 4.82 270 .83 (N.S.)
CAREERQuest will continue to market and distribute high-quality products in the educational, in a way most helpful
professional, church, and business arena. to my learning style.

In 1997 the Wall Street Journal published the results of an ACT (American College Testing) study showing I have a better under- 5.16 4.98 270 .99 (N.S.)
a record high college drop out rate of 27%. This was especially alarming, since colleges and universities standing of people who
have made retention and acclimation a major focus before, during and after orientation. are different from me.
The CAREERQuest™ Program was developed in 1996 by Dr. Kulkin to address these very issues that
colleges across the country were facing. I can identify my 5.59 5.17 270 2.19 *
personality type or style.
In an effort to battle decreasing retent ion rates, the CAREERQuest™ program identifies unique factors in
each student, allowing individual communication and learning needs to be met by advisors and faculty. The I can identify the 5.43 5.14 270 1.60 (N.S.)
program targets individual learning modalities by assessing personality, learning, thinking, and values environment in which I
styles as well as targeting career and goal choices. The key to CAREERQuest™ success is in giving stu- learn best.
dents "individualized" attention, dealing one on one with students who believe "they have no sense of
belonging," "can't handle the academics," or "are unsure about their goals and career choice." I can recognize personality 5.13 5.07 270 .32 (N.S.)
types or styles different
Beginning in 1997 CAREERQuest™ implemented its innovative workbook based assessment system. It from my own.
has been adopted by numerous institutions including both secular and religious colleges, universities, high
schools, home schools, and several specialized programs. Many colleges and universities are using I know how to adapt to 4.69 4.34 270 1.94 (N.S.)
CAREERQuest™ to enhance their freshmen orientation program as well as aiding their senior class and professors whose teaching
graduate students to better understand what today's employers are looking for in individuals. As a "College style differs from my
101" course, CAREERQuest™ is a springboard for understanding oneself. Once students know their own learning style.
strengths and preferences, they will be better equipped to handle transitions, understand diversity, and make
critical decisions regarding their future. Advisors also find the CAREERQuest™ program helpful for I understand my strengths 5.26 5.32 270 -.37 (N.S.)
launching discussions about academic direction. Helping incoming students adapt to college life has also and challenges as a
aided colleges in their efforts to combat decreasing retention rates. For the past three years, learner.
CAREERQuest™ has made a tremendous difference in the academic and socialization process of thousands
of students. I can identify others’ 4.60 4.65 270 -.29 (N.S.)
style of thinking.

I know how to create an 4.64 4.69 270 -.25 (N.S.)

21
4
Table 6 The CAREERQuest™ program was developed from over 15 years of experience in the development and
use of psychometric instruments. The last five years have been spent applying this experience to the
T-Test Comparison of Career Items Between Career Quest Participants development and testing of our college retention and acclimation program. Our experience in the studies
of behavior, personality, learning, and goal setting makes us the forerunner in our field.
and Non-Participants
The 2 year study of CAREERQuest™ materials has just been completed by Eastern College. It has
Participants’ Non-Participants’ proven through The Council for Christian Colleges and Universities (CCCU) "Affirming Strengths" pilot
Item Mean Score Mean Score df t study that retention was increased by 7%. Today this program is a premiere source for college retention
and acclimation support.
In thinking about a career, 5.34 5.27 270 .36 (N.S.)
I have examined my These materials have been written to meet the needs and proficiency levels of high school seniors and
strengths and values. college freshmen. CAREERQuest™ assists schools by keeping students on campus until graduation,
increasing both enrollment and profitability at colleges and universities. As a result, the
I know several career 5.24 4.92 270 1.57 (N.S.) CAREERQuest™ program may also help combat student dropout rates. Our program aids a student in
possibilities that may be understanding themes relating to "the self". Students who are familiar with their natural preferences,
optimal for me. motivations, values, ideal environments, greatest fears, and learning/thinking strengths as well as being
able to identify those of others, will be better equipped to adjust to college life. Students also gain insight
In the process of 5.53 5.32 270 1.18 (N.S.) into reducing the chance of conflict with roommates and increasing understanding of teachers and
thinking about what teaching techniques. CQ also helps in Diversity training (appreciation for differences in others). Because
career might be a good CAREERQuest™ addresses the positive and negative "differences" in all people; it has the added
option for me, I have element of educating students on the importance of "recognizing" and "appreciating" that which makes
thought about what people unique and valuable.
things are most important
to me. Leadership opportunity for student mentors

I feel confident when I 4.91 4.68 270 1.05 (N.S.) For many schools, student volunteer mentors or stipend-paid mentors are finding imple menting
think about deciding CAREERQuest™ to be a leadership challenge. Many senior mentors are creatively administering the
on a career and a major. program with freshmen, providing guidance, and making new friendships as they bond with incoming
Note: N.S. indicates non-significant result students. Mentors are finding this experience to be both rewarding and a leadership achievement to add to
their resume.

Peace of mind for parents or financiers

The program adds value to the higher education investment. In particular, parents who finance their
children’s education will see the institution as being pro-active and accountable because they have
provided specialized career development training. Time and money are also saved with fewer changes to
the student's curriculum direction.

Encouragement of study habits

From the start (I.e. freshman orientation) it’s a good idea to practice effective study, writing, and
test-taking habits. CAREERQuest™ attempts to target each student’s preferences toward learning and
offer study tips and practices that will help students maximize their learning strengths.

Aids students decision-making capacity

A student will make some of the most critical and consequential decisions of her life during her stay at
college. This is quite a task for most young people as they advance to adulthood. For some, just getting to
class on time is a struggle during the first year on campus. If the writing is not "on the wall,"

20 5
Career DISCovery, through assessments, reveals an individual’s natural preferences so that he/she can make Table 5
informed and realistic academic and career decisions.
T-Test Comparisons of the SACQ Scale Scores of Career Quest Participants versus Non-
Enhances student-teacher interactions
Participants
Because CAREERQuest™ materials offer practical information regarding students' communication and
learning strengths; students are able to gain credibility with professors and develop learning tactics, making CQ Participants’ Non-Participants’
them more effective in the classroom. SACQ Scale Mean Score Mean Score df t
Academic 145.4 143.7 228 .44 (N.S.)
Enhances student-advisor interactions Adjustment

Some colleges and universities are using CAREERQuest™ materials as a springboard for academic Attachment 107.7 107.0 228 .25 (N.S.)
planning discussions with advisors. Assessments, surveys, and reports in CAREERQuest™ paint a clear
and accurate picture of an individual's strengths, limitations, preferences, choices, and goals. Advisors who Personal/Emotional 91.5 89.8 228 .62 (N.S.)
apply this information to a realistic academic path will stand a better chance of gaining commitment from Adjustment
the student.
Social Adjustment 137.3 134.4 228 .81 (N.S.)
Enhances student-student interactions
Full Scale 431.1 430.3 228 .08(N.S.)
The transition from high school to college is a major shift for most young people. Consider that their web of Note: N.S. indicates non-significant result
human interaction is blossoming. Students meet new diverse people from disparate backgrounds and
cultures in class while roommates are often chosen randomly. Because college life can seem lonely and
intimidating, information in CAREERQuest™ provides guidance in understanding the personalities,
motivations, and values of peers.

Additional Benefits

The CAREERQuest™ program is easy to use, understand, administer, and interpret results.

Practical program

The profiles, graphs, surveys, and reports generated from our program have practical applications in the real
world. Advisors, parents, faculty and students can begin to apply this information and enhance relatio n-
ships, study skills, or make realistic and effective career decisions immediately. Reports are designed to be
practical and applicable to the freshmen first year experience.

Facilitator-teacher curriculum available

Leader's Guides (paper): Leader's guides give teachers the curriculum to facilitate a one to three credit
college course.
CD-ROM: "Train-the-trainer" training is available as an interactive CD-ROM.
For more information see Training.

Various media options available

The Career DISCovery program is available in paper, on the Internet, via a corporate Intranet, or with a
CD-ROM.

6 19
 Testimonials
Item Mean Rating % Rating 1 or 2 % Rating 6 or 7 In the past, CAREERQuest™ has received feedback from students, administrators, and facilitators.
I have learned some information about the 21st Following are comments from faculty, parents, and students who have experienced our retention and
century workforce requirements. 5.52 .7% 56.2% acclimation materials.
Career DISCovery, through assessments, reveals an individual’s natural preferences so that he/she can make
I am aware of careers or jobs that match my
informed and realistic academic and career decisions.
personality style. 5.80* 1.4% 67.9%
I understand my general career preferences. 5.69 2.8% 63.9% From Educators
I can consider carefully what careers will best suit my style. 5.66 1.4% 65.3%
I have identified skills and abilities for my career preferences. 5.54* 1.4% 59% "I taught one section of Intro to College. This term, I had 41 students and we used The Cognitive Thinking
Style Workbook, The Perceptual Learning Style Workbook, and The Goal Setting Workbook. I have been
The workbook was easy to use. 6.10 1.4% 77.7%
teaching this course for six years and never before have my students responded more positively to the
The material was easy to understand. 6.21 1.4% 81.1% materials we have used."
The content was interesting. 5.66 4.2% 60.2% -Ed Casteldine, Freshmen Director, Northwest Nazarene College, Napa, Idaho
I enjoyed the material. 5.47 4.9% 56.7%
"We have used the CAREERQuest™ materials for one semester only. It is new to us so we are finding our
I liked learning about myself. 5.73 2.8% 66.2% way around the best way of presenting it to our students. We offered the materials in seminar format.
The professor made the class interesting. 6.09 0 75.6% The materials themselves are very easy for the student to comprehend, and they enjoy the discoveries about
The professor was enthusiastic about the material. 6.09 .7% 75.6% themselves that each workbook fosters. The materials were also very adaptable and could easily fit into
courses already being taught or new ones being developed. It could very easily be used outside of class
time as well, in a seminar or workshop format.
We are hoping that over the course of time this material will help acclimate our students to our college as
well as help them feel a stronger sense of direction in their lives because of the consideration they have
given to the different processes."
-Lisa Frankland, Director of Freshmen Orientation, Briercrest Bible College, Canada
*= Statistically significant difference in student responses depending on the instructor (p .05)
"We have been using CAREERQuest™ materials for three years, and we are beginning to see major
results in acclimating and retaining students at Geneva. The materials have helped our students in all
areas of life: social, academic, and personal development. I believe these materials need to be in every
school in America. Our Freshman Program has helped retain our student body and saved us time and
Table 4 money."
-Joy Jewell, Vice President of Student Development, Geneva College, Pennsylvania

Student Reponses to the Career Choice Assessment Session "We utilized the material during our Freshman Weekend Retreat. After we went through the Personality
Workbook, the students began to relate what style they were with each other. It was the "buzz" around
the entire campus after the retreat!"
-Gary Ewing, Freshman Orientation Director, Colorado Christian University, Colorado

"These materials are tremendous! They have helped our students understand their unique
personality and learning styles CAREERQuest™ is one of my strongest retention tools."
-Joel Wilson, Freshman Director, The Criswell College, Texas

From Parents

My evaluation of the CAREERQuest™ program was positive. I felt the students learned valuable
information about their learning styles with the workbooks."
-Barb Streeter, Director of Freshman Programs, Gettysburg College, Pennsylvania

18 7
"When my child brought the materials home during the break, we opened new areas of
communication and saw the differences within our family."
Item Mean Rating % Rating 1 or 2 % Rating 6 or 7
-M.M., Pennsylvania
"This program adds value to the cost of my child's education." I understand the general characteristics of my
-K.L., British Columbia thinking style. 5.91 .7% 72.8%
I recognize that there are strengths and
From Students
limitations of my own thinking style. 6.03 .7% 77.0%
"This past year, I trained mentors in this material for Geneva’s freshmen orientation program and noticed I have gained new insights about myself. 5.31* 5.4% 53.1%
that both mentors and freshmen had gotten excited about learning the CAREERQuest™ material. When I have identified a way to improve how I 5.09 6.1% 43.9%
they went through the workbooks, you could see the light bulbs being turned on in their minds. The I can identify the thinking styles of others. 5.07 2.7% 39.9%
mentors really had a lot of fun teaching CAREERQuest™ to the incoming students and it rubbed off
on the freshmen. One very outgoing freshman introduced himself at lunch by saying, "Hi! I’m Michael, The workbook was easy to use. 6.18 1.4% 81.6%
and I’m a high I!" In my focus group, so many new relationships have developed. We’ve openly talked The material was easy to understand. 6.17 1.4% 82.3%
about differences, conflict, studying, dating, roommates and family. I have become good friends with some The content was interesting. 5.46 3.4% 57.2%
of the people whom I mentored and I know these materials built the relationship’s foundation."
I enjoyed the material. 5.40* 4.1% 53.1%
-Debra Csellar, Senior Mentor and Student, Geneva College, Pennsylvania
I liked learning about myself. 5.60 4.1% 62.6%
"Thanks for coming to class and actually telling us about ourselves. I really understand what type of The professor made the class interesting. 6.03 0 76.2%
person I am and even what type of person I want to be . It seems now that every time I argue, laugh or The professor was enthusiastic about the material. 6.02* 0 74.9%
talk with someone that I can really tell what type of a person I’m dealing with. It also helps me have a
closer; more open relationship with people and talk to them more comfortably. I really had fun learning
about personality types and hope to develop more of an understanding the older I get."
-Audrey Denzer (written to Duane Storey, CAREERQuest™ consultant), Senior at Sis ters High School,
Sisters, Oregon

"I finally realized the differences in myself and my friends. In fact, I just used this information with a
relationship this past weekend." *= Statistically significant difference in student response depending on the instructor (p .05)
-S.C., Oregon

"My roommate and I have many differences and there had been virtually no communication with each
other. However, once we went through the materials, our communication levels have increased and
we understand our differences." Table 3
-P.T., Pennsylvania
Student Responses to the Cognitive Thinking Style Assessment Session
"I had a difficult time getting acclimated from the high school to a new learning environment. With the
learning workbooks, I have identified my learning and processing styles and have seen my grades
improve dramatically."
-T.T., West Virginia

8 17
 Item Mean Rating % Rating 1 or 2 % Rating 6 or 7
I have identified my own learning style. 5.79 4.2% 66%
I have learned some strategies to enhance learning. 5.44 5.4% 53.3%
I am aware that my professors’ teaching styles may
not match my learning style. 6.07 0 79.7%
I can identify the learning styles of others. 5.04 5.4% 38.1%
I can create an “ideal learning environment.” 5.43 .7% 54.1%
The workbook was easy to use. 6.22 .7% 81.1%
The material was easy to understand. 6.27 0 84.4%
The content was interesting. 5.34 6.8% 49.3%
EASTERN COLLEGE
I enjoyed the material. 5.26 7.4% 50.0%
A STUDY OF THE VALIDITY
I liked learning about myself. 5.73 2.7% 66.9% OF
The professor made the class interesting. 6.15* .7% 83.8% CAREERQuest’s Freshman Acclimation and Retention
The professor was enthusiastic about the material. 6.01* .7% 76.4% Program and its Impact on First-Year Student Success
& Retention

Laurie A. Schreiner, Ph.D

Professor and Chair of Psychology
*= Statistically significant difference in student responses depending on the instructor (p .05)

Table 2
Student Response to the Perceptual Learning Style Assessment Session

9
16
EMPIRICAL STUDY SUMMARY Feedback from students who participated in the follow-up interview in the Spring indicated that:

The Career Quest Program -50.7% found CQ to be help ful in more than one way
-25.4% said CQ helped them a little
The Career Quest Program (CQ) is a self-administering and self- interpreting program designed to -23.9% said CQ did not help them at all
enable students to become better acclimated to college and prospective careers by understanding
themselves more thoroughly. Those who claimed little or no benefit from participating in CQ also claimed that they already knew
this information about themselves before coming to college.
The program, published by The Career Quest Corporation, contains five sections based upon the
principles of personality styles, learning styles, thinking styles, career choices, and goal setting.
Four of the five sections contain an assessment instrument that determines an individual's unique
"style." Individual styles are then interpreted and students are give n action plans and practical Item Mean Rating % rating 1 or 2 % rating 6 or 7
advice for improving habits, behaviors, and making informed decisions based upon strengths and I have a better understanding of the strengths
limitations. and limitations of my personality style. 5.21* 4.0% 48.0%

Purpose of the study I have gained new insights about myself. 4.93 5.4% 38.0%
I can identify the personality styles of others. 5.07 4.4% 42.7%
The purpose of the study was to determine if using Career Quest's Freshman Acclimation and I am aware of how other peoples’ styles
Retention Program actually resulted in significant differences in student retention rates, academic
affect me. 5.03 2.6% 36.7%
performance, and readiness for career selection, and acclimation to college.
I have received insights on how to relate to
The CQ Program is part of a longitudinal study conducted on behalf of the Coalition of Christian others who have different styles than my own. 5.00* 4.7% 38.6%
Colleges and Universities (CCCU). The workbook was easy to use. 6.26 .7% 82.7%
The material was easy to understand. 6.37 .7% 88.0%
Method of the study
The content was interesting. 5.71* 4.2% 66.6%
Eastern College, a Christian liberal arts college located in the suburbs of Philadelphia, was used as a I enjoyed the material. 5.49* 4.1% 58.7%
test site for the CQ Program during the fall of 1998. Sixteen instructors of the first-year seminar I liked learning about myself. 5.66 2.8% 66.4%
entitled Living and Learning in Community, a course focusing on a multi- faceted approach to well
ness and spiritual wellness, were randomly assigned to one of two conditions. In the control The professor made the class interesting. 6.19 0 82.6%
condition, the instructors taught the three-credit course as it has been taught for the past four years, The professor was enthusiastic about the material. 6.21* 0 81.4%
utilizing a common syllabus which did not include sessio ns on career issues, personality styles, or
learning styles. In the experimental condition, the instructors added four sessions of Career Quest
materials, but otherwise taught the course as the control condition instructors did.
*= Statistically significant difference in student responses depending on the instructor (p .05)
Study participants

325 first- year students participated in full. Of them, 155 students participated in the experimental
condition (exposure to CQ) and 170 students participated in the control condition (no exposure to Table 1
CQ). Each signed an informed consent form indicating their agreement to participate in the research
study and to provide the feedback requested.

Student Responses to the Personality Assessment Session

10 15
 Outcome tested: Participating in the CQ program leads to higher levels of student retention
Materials
Method used: Chi-square analysis
To test the claim that CQ would have an impact on retention, the first-to-second- year retention rates
CQ student participants spent four class sessions of one hour and 20 minutes each using CQ materi-
were compared to the rates of non-participants using a Chi-square analysis. Of the 155 students who
als. Those materials included four separate workbooks that contained:
participated in Career Quest, 118 were retained after one year (76.1%); of the 170 students who did not
participate, 111 were retained (65.3%), and that difference was significant (p <.05).
a) an introduction to the topic for the session
b) a self-assessment tool
Outcomes
c) instructions for scoring and interpreting their profile
d) an overview of the their "style"
Comparing responses of CQ participants to non-participants
e) detailed characteristics of each "style"
Method used: t-test
f) practical suggestions, tips and action plans for maximizing knowledge of one's style
The final course evaluation contained thirty items which described possible outcomes for the course.
g) interactive student exercises enabling them to apply what they have learned in their own life
There were a number of significant differences in the responses of these two groups from the t-test such
h) Self-assessment tools in each workbook contain 8-20 items in which students were asked to
as, CQ participants were significantly more likely to agree that they:
rank three or four options from "most like me" to "least like me."
-had learned to set realistic goals
Following are the CQ materials used in the study:
-understood their style of absorbing information (learning style)
-understood their style of processing information (cognitive or thinking style)
1) The Personality Style Workbook (Kulkin & Kulkin, 1997)
-could identify their personality style
The Personality Style Workbook is based upon the Personal Profile System developed by
-could identify characteristics of their style of thinking
John G. Geier (Geier and Downedy, 1982). It categorizes students' personality styles into
-knew their learning style
four theoretical dimensions: Dominance, Influence, Steadfastness, and Compliance. Previ-
-knew how to adapt to classes that are not ideal for their thinking style
ous validity studies indicated that the Personal Profile System correlates significantly with
other personality instruments such as the Meyers Briggs Type Indicator, the 16PF; and the
Comparing differences in instructor ratings between CQ participants and non-participants
MMPI (Kaplan & Kaplan, 1982)
Method used: t-test
Although instructors were randomly assigned to conditions, CQ participants rated their instructors
2) The Perceptual Learning Style Workbook (Kulkin & Kulkin, 1997)
significantly more positively in the areas of:
The Perceptual Learning Style Workbook assesses learning styles along three dimensions,
Auditory, Visual, and Kinesthetic.
-advising
-availability when the student needed help
3) The Cognitive Learning Style Workbook (Kulkin & Kulkin, 1997)
-helpfulness in discussing the personal success plan
The Cognitive Thinking Style Workbook assess information-processing styles along four di-
-enthusiasm for the course
mensions: Literal Thinking, Intuitive Thinking, Theoretical Thinking, and Experiential
-overall quality of class discussions and activities
Thinking.
Examining the differences in retention rates of those who participated in the Spring 1999 follow- up
4) The Career Choice Workbook (Kulkin, Kulkin & Turose, 1997)
interview compared to those who did not participate.
The Career Choice Workbook uses the same personality style dimensions as in the Persona l-
Method used: Chi-square analysis
ity Style Workbook, but assess them within an occupational setting.
Of the 155 CQ participants in the Fall:
5) Teacher's Guides (Kulkin & Kulkin, 1997)
Teacher's guides were supplied to instructors for each section of the program. The guides
-72 came in for the follow-up interviews in the Spring (45.6%). Of these, 60 were
contain theory, discussion tips and suggestions for implementing the materials.
retained the following Fall (83.3%) and 12 were not (16.7%).
Following are non-CAREERQuest program materials used in the study:
These figures were compared to those who did not come in for follow- up interviews.
The Student Adaptation to College Questionnaire, SACQ (Baker & Siryk, 1989)
-85 students did not come in for follow up interviews in the Spring, 61 were retained
This was administered in October of 1998 to assess how well students were adjusting to col-
(71.8%) and 24 were not (28.2%).
lege life. This instrument has been established as a reliable and valid indicator of student ad-
aptation to college environment. It contains four sub-scales and a full- scale score. The sub-
A Chi-square analysis indicated that this difference was not statistically significant
scales include academic adjustment, social adjustment, emotional adjustment, and attach-
(÷²= 2.56, df =1; p = .11)

14 11
 ment to the institution.
Course evaluation forms
Course evaluation forms were designed in consultation with the publisher of CQ to be ad-
ministered at the end of each CQ class session. The form contained four items which had
been adapted from The Career Factors Inventory (Chartrand, Robbins, & Morrill, 1997), a
reliable and valid instrument designed to assess the level of students' readiness to choose a
career.
Procedure
Instructors who had been randomly assigned to include CQ in their course used four class sessions
in early September 1998 to introduce the materials and assist students in completing the inventories
and interpreting their results. Instructors had received a full day of training by a CQ trainer in Au-
gust 1998 and used instructor's guides to help them plan activities around the material. At the end of
each CQ session, students completed a brief questionnaire asking them for feedback about their ex-
perience with the material. Instructors who were not randomly assigned to the CQ condition contin-
ued to teach the course the same way it had been taught for the past four years, using a common syl-
labus and texts.
In October 1998, all first-year students participating in the study completed the SACQ questio n-
naire. In addition, residence hall directors contacted each student individually if their SACQ ind i-
cated that they were experiencing difficulty adjusting to college, and a retention contact report form
was filed with the project director. At midterm, all students in all sections of the course created a
personal success plan that outlined their strengths and weaknesses and established goals for their
first year of college. At the end of the semester, a course evaluation was given to all students in
both conditions, to assess the outcomes of the course and to test for any significant differences in
outcomes for the CQ participants. In the Spring of 1999, CQ instructors contacted all their students
to conduct a follow- up interview on how students were using the information gained from CQ. Sev-
enty-two students (46.5%) who had participated in CQ sessions came back for a follow-up interview
and provided feedback using a special form prepared for that purpose. In the Fall of 1999, the en-
rollment of each student was obtained to ascertain the success of CQ as a retention aid.
Results
Reliability of CQ instruments
Test-retest reliability is a pre-requisite for a valid testing instrument. To assess the reliability as
consistency over time, students' responses to the Personality Style Assessment were compared to
their responses on the Career Choice Assessment give two weeks later, since The Career Choice
Workbook uses the same behavioral dimensions as The Personality Style Workbook. Students' two
highest styles were recorded, and:
-49.3% of the students styles remained exactly the same over the two-week period
-20.9% had the same top two styles, but in reverse order
-23.1% had the same tip style but their second style had changed
-8.3% had no agreement in their styles over the two-week period
12
Thus, 72.4% of the students' top personality styles remained constant over that period and another
20.9% changed their top style to become their second style. This indicated an acceptable level of
reliability since chance alone would indicate that only 25% would maintain their top style over time
and only 6% would maintain both the top and second styles over time.
Validity of CQ instruments
Validity of the instruments is essentially a determination of whether or not it measures what it
claims to measure and its ability to accurately predict current of future behavior. There were several
measures that were used to assess the predictive validity of CQ instruments. CQ claims four major
outcomes that students will experience as a result of participating in the program:
-improved study skills
-better adjustment or acclimation to college life
-higher confidence in their ability to make career choices
-higher levels of student retention
Outcome tested: Participating in the CQ program leads to improved study skills
Method used: Analysis of Variance
To test this claim, the first-semester GPAs of students who participated in CQ were compared to
those students who did not participate. After controlling for high school GPA and SAT/ACT scores
upon college entrance, an analysis of variance indicated:
First-semester GPA scores showed significant difference
-CQ participants had an average first-semester GPA of 2.85
-Non-participants had an average first-semester GPA of 2.64
-This shows a significant difference in first-semester GPA scores (F=3.934; p < .05).
First- year cumulative GPA scores showed less significant difference
-CQ participants had an average first-year cumulative GPA of 2.77
-Non-participants had an average first-year cumulative GPA of 2.55
-This shows less significant difference in first-year cumulative GPA scores
(F = 3.498; p = .08).
Outcome tested: Participating in the CQ program leads to better acclimation to college life
Method used: t-test
To test this claim, the scores of CQ participants on the Student Adaptation to College Questionnaire
(SACQ) were compared to the non-participants via a t-test. The SACQ was administered
approximately two weeks after the last CQ session. There were no significant differences between
CQ participants and non-participants on any of the scales of the SACQ or on the total scale scores.
Outcome tested: Participating in the CQ program leads to higher confidence in students' ability to
make career choices
Method used: t-test
To test this claim, four items were adapted from the Career Factors Inventory (Chartrand, Robbins,
& Morrill, 997) and included in the final course evaluation given to all students. A t- test was
conducted to determine if there was a significant difference in the responses of students who had
participated in CQ, compared to those who had not. There were no significant differences between
CQ participants and non-participants.
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