A SERIES OF EXPERIMENTS WAS CONDUCTED TO TEST THE EFFECTIVENESS OF TELEVISED INSTRUCTION. THIS STUDY, THE FOURTH IN A SERIES, ILLUSTRATED THE DUAL USE OF STUDENT RESPONSE TO TEST PROGRAMING ADEQUACY AND TO ENHANCE LEARNING EFFECTIVENESS. PART 1 OF THE REPORT DISCUSSED TWO VARIABLES WHICH WERE INTRODUCED INTO EXPERIMENTAL VERSIONS OF LESSONS IN AN ATTEMPT TO CREATE HEIGHTENED STIMULUS FOR RESPONSE. IN ONE EXPERIMENT, CLASSROOM STUDENTS WERE ENCOURAGED TO COMPETE WITH STUDENTS IN A STUDIO IN COMPLETING STATEMENTS BEGUN BY THE LECTURER. A SECOND EXPERIMENT PROVIDED ONLY INTERMITTENT FEEDBACK OF RESULTS AFTER THE INSTRUCTOR PAUSED TO ALLOW TIME FOR STUDENT RESPONSE. NO SIGNIFICANT DIFFERENCES WERE FOUND BETWEEN THE EXPERIMENTAL AND CONTROL GROUPS FOR EITHER EXPERIMENT. THE FINDINGS WERE INTERPRETED TO MEAN THAT THE VARIABLES MAY NOT HAVE BEEN IMPLEMENTED TO SERVE THEIR PURPOSE. PART 2 OF THE REPORT PRESENTED STUDIES RELATED TO THE EFFECTIVENESS OF ACTIVE RESPONSE WHEN COMPARED WITH OTHER MODES OF RESPONSE. NEITHER OF THE EXPERIMENTS REVEALED SIGNIFICANT DIFFERENCES BETWEEN THE MODES OF RESPONSE COMPARED. RELATED REPORTS ARE ED 003 646 THROUGH ED 003 653. (JC)