TO INVESTIGATE THE EFFECTIVENESS OF PROGRAMMED INSTRUCTION AS AN ADJUNCT TO MORE TRADITIONAL METHODS OF COLLEGE TEACHING, THE EXPERIMENTORS IN THIS STUDY DEVISED METHODS OF TESTING RELATIVE EFFECTIVENESS OF TEACHING MACHINES, WORKBOOKS, SELF-PACED AND IMPOSED SCHEDULES, TRADITIONAL TEXTBOOKS AND SELECTED READINGS. THEY ALSO EXAMINED THE EFFECT OF A PRE-INSTRUCTIONAL COGNITIVE ORGANIZER ON SUBSEQUENT LEARNING. ALL LEARNING WAS MEASURED BY A 100 QUESTION MULTIPLE CHOICE TEST DEVISED FOR THE EXPERIMENT. AS PREDICTED, PROGRAMED INSTRUCTION PROVED SIGNIFICANTLY MORE EFFECTIVE THAN TRADITIONAL METHODS, THOUGH THE SUBJECTS DEMONSTRATED CONSIDERABLE ATTACHMENT TO THE OLD METHODS. THE TEACHING MACHINE DID NOT SIGNIFICANTLY IMPROVE SCORES OVER THE WORKBOOK AND SELF-PACING DOES NOT IMPROVE MEASURABLE LEARNING OVER AN IMPOSED SCHEDULE. THE TRADITIONAL TEXTBOOK PRODUCED HIGHER SCORES THAN THE BOOK OF SELECTED READINGS OVER THE TEST GROUP AS A WHOLE. RESULTS INDICATED THAT A DESIRE FOR THEORETICAL KNOWLEDGE, SITTING AT THE BACK OF THE ROOM, CREATIVITY AND LOW LEVEL OF OPINIONATION TENDED TO PRODUCE HIGHER SCHORES ON THE POST-TEST. THE TABULAR RESULTS OF THE STUDY ARE INCLUDED. (GJ)