Two sections of an introductory educational psychology course given at the University of Akron were restructured using some nontraditional elements. Student evalutions of the course's content and structure and student achievement measures were used to analyze the effectiveness of the changes. The statistical analyses are detailed. The results are used to design clusters of elements to be used as predictors of academic success, which can in turn be used to personalize instruction in the course. Appended to the description of the study are some of the statistical results and the questionnaire given to the students. (MSE)