THIS EXPERIMENT IN THE ETV PROJECT SHOWED THE SUPERIORITY OF PUPIL PRACTICE AS A TEACHING METHOD AND STUDIED THE EFFECTIVENESS OF THE UTILIZATION VOLUNTEER (A PEACE CORPS VOLUNTEER CONCERNED WITH IMPLEMENTING ETV IN THE SCHOOLS) IN DIFFERENT SITUATIONS. THREE TREATMENTS WERE ARRANGED--(1) ACTIVE PUPIL PRACTICE WHERE BROADCASTS WERE COMBINED WITH UNIFORM "MOTIVATION" AND "FOLLOW-UP" BY THE TEACHER, (2) EXPOSITORY, WITH THE SAME CONTENT AS (1), BUT WHERE STUDENTS GOT NO OPPORTUNITY TO RESPOND, AND (3) AD HOC, WHERE TEACHERS USED THEIR OWN METHODS. TREATMENTS (1) AND (2) WERE GUIDED AND SUPERVISED BY VOLUNTEERS. AFTER EIGHT TELECASTS ABOUT 800 STUDENTS WERE GIVEN ACHIEVEMENT TESTS. ACTIVE PUPIL PRACTICE TEST SCORES WERE SUPERIOR TO THOSE OF THE AD HOC GROUP, AND HIGHER COMPARED TO THE EXPOSITORY CONDITION, ALTHOUGH NOT SIGNIFICANTLY HIGHER. NO SYSTEMATIC DIFFERENCES WERE DISCERNIBLE BETWEEN EXPOSITORY AND AD HOC SCORES. IMPLICATIONS FOR TEACHING TECHNIQUES ARE DISCUSSED. (OH)