In order to ascertain the effectiveness of programed instruction as compared to teacher instruction and to evaluate the quality of classroom research by teachers, the Canadian Teachers' Federation offered ten instruction programs on mathematics and chemistry to teachers throughout the country and asked them to evaluate the effectiveness of the programs. A total of 200 teachers ordered programs and 11 wrote complete research reports. Many others wrote brief reports. The major problem confronted by teachers in conducting this research was the limited choice of subjects. It was also found that although most participating teachers were quite well versed in research procedures, some of them tended to draw conclusions not justified by the research design. The overall conclusion of the teachers' reports was that programed instruction is equally as effective as teacher instruction, but not more so. The results from both aspects of this study indicate that research should be done on effective methods of combining programed and teacher instruction, and that more support and assistance should be given to teacher research. (This document includes the 11 research reports written by participating teachers.) (RT)