This study compared the effects of several presentation sequences on lesson performance to deterimine whether sequence has a significant effect on performance in computer-based instruction, and whether using the same sequence consistently is more effective than not being consistent. Thirty-six students from the Basic Electricity and Electronics School, Service School Command, San Diego, were randomly assigned to one of four groups differing by the instructional presentation sequence used. The first group saw lessons in a rule-examples-practice sequence; the second, in an examples-rule-practice sequence; the third, in a practice-examples-rule sequence; and the fourth, in a random sequence. The lesson materials were three computer-based instruction lessons delivered via PLATO IV terminals, one on voltage in series circuits, and one each on using the Simpson Model 260-5P multimeter as an ammeter and as a voltmeter. There were no consistent differences in performance among the four groups during the three lessons. Conclusions and recommendations for further study of instructional sequencing are outlined. (Author/RAO)