This study proposed to examine the effectiveness of television instruction as compared with three other methods of instruction. Twenty-six sections of Speech 116 at Purdue University were divided into five groups of five or six sections each. All sections met 3 times weekly, and the research was conducted during a consecutive 8-day period. The students were exposed to expository material on small group discussion through one of four ways: observing a television lecture, listening to the identical lecture read from a manuscript by their regular instructors, reading the televised lecture individually, or receiving normally scheduled instruction by their instructors. A control group received no instruction on the topic. A true experimental pre-test--post-test control group design was employed, with the use of "t" test and analysis of variance (single factor) procedures. Results showed that televised instruction was just as efficient as the other methods used, and that no method was superior to any other one. Although certain limitations might have influenced the results, it is concluded that there is no reason to condemn television as an inferior method of instruction. (SW)