THE FOLLOWING HYPOTHESES WERE TESTED DURING THIS STUDY--(1) PROVIDING KNOWLEDGE OF CORRECT RESPONSE DOES NOT INCREASE THE EFFECTIVENESS OF SMALL STEP-SIZE PROGRAMS FOR STUDENTS AT ALL ACHIEVEMENT LEVELS, (2) PROVIDING KNOWLEDGE OF CORRECT RESPONSE DOES INCREASE THE EFFECTIVENESS OF MODERATE STEP-SIZE PROGRAMS AT ALL ACHIEVEMENT LEVELS, AND (3) PROVIDING MODERATELY DIFFICULT FRAMES WITH KNOWLEDGE OF CORRECT RESPONSE WILL BE MORE EFFECTIVE THAN ANY OTHER COMBINATION OF STEP-SIZE AND FEEDBACK FOR ALL ACHIEVEMENT LEVELS. ABOUT 400 SEVENTH-GRADE SCIENCE STUDENTS WERE ASSIGNED TO TAKE A SELECTED PORTION OF A PUBLISHED PROGRAM COVERING STATIC ELECTRICITY AND VOLTAIC CELLS. THREE VARIATIONS OF THE PROGRAM WERE DEVELOPED UTILIZING DIFFERENT STEP-SIZES. RESULTS WERE EQUIVOCAL. (HB)