Two teaching methods (learner-centered vs. conventional) were investigated as related to achievement and content covered in a basic electricity course in which 65 students were enrolled. All students participating in the study were given the Bell Laboratories Electricity Examination as a pretest and as a final test. The Otis Test of Mental Ability was given to provide matched pairs. The finding supported the hypotheses that the experimental learner-centered teaching system was as effective as the conventional method used in teaching basic electricity. The former method proved to be significantly superior both in the achievement of learning of electrical knowledge and in the number of experiments successfully completed. A step-wise linear regression program provided necessary information to conduct tests for strength of relationship between the control and dependent variables. There was a relationship between the pretest and posttest scores for both groups, with this being stronger for the experimental group. It was recommended that the learner-centered method be adapted to other subject areas and evaluated statistically. (Author/EB)