A SERIES OF EXPERIMENTS WAS CONDUCTED TO TEST THE EFFECTIVENESS OF TELEVISED INSTRUCTION. THIS STUDY, THE THIRD IN A SERIES, EXPLORED THE ROLE IN FIXED-PACE TELEVISION INSTRUCTION OF SOME OF THE TECHNIQUES AND PRACTICES EMPLOYED IN TEACHING-MACHINE INSTRUCTION. THREE SEPARATE EXPERIMENTS WERE CONDUCTED--(1) A JUNIOR HIGH SCHOOL LESSON ON NEWTON'S LAWS OF MOTION WAS USED TO EVALUATE THE EFFECTIVENESS OF ACTIVE STUDENT RESPONSE. THE RESULTS WERE INTERPRETED TO MEAN THAT MERELY REQUIRING ACTIVE RESPONSE IS NOT SUFFICIENT. TO BE EFFECTIVE, LESSONS MUST BE ADEQUATELY PREPARED TO ENABLE STUDENTS TO MAKE CORRECT RESPONSES. (2) THE EFFECTIVENESS OF A PROGRAMED OR SEQUENCE LESSON ON MOVIES REQUIRING ACTIVE RESPONSE WAS CONTRASTED WITH THE IDENTICAL LESSON WHICH DID NOT REQUIRE ACTIVE RESPONSE. STUDENTS WHO MADE ACTIVE RESPONSES RATED SIGNIFICANTLY HIGHER ON ACHIEVEMENT TESTS THAN DID THEIR COUNTERPARTS WHO ONLY PASSIVELY VIEWED AN IDENTICAL LESSON. (3) AN EVALUATION WAS MADE OF THE EFFECTIVENESS OF ADDING SEVERAL STAGES OF TRYOUT AND REVISION TO PROGRAMED LESSONS. A TRYOUT CONSISTED OF DETERMINING WHETHER STUDENTS COULD MAKE CORRECT RESPONSES AT EACH STEP OF A PROGRAMED LESSON. THE VALUE OF THIS PROCEDURE WAS ATTRIBUTED TO THE SUPERIOR CAPABILITY OF REVISED PROGRAMS TO ELICIT CORRECT RESPONSES. REVISION CONSISTED OF ALTERATION OF THE PROGRAM TO MAKE STUDENTS BETTER ABLE TO RESPOND CORRECTLY. RELATED REPORTS ARE ED 003 646 THROUGH ED 003 653. (HB)