The problem of the study was the effectiveness of three teaching techniques -- lecture-demonstration procedure supplemented with the programed textbook, autoinstructional procedure using only the programed textbook, and the conventional lecture-demonstration procedure. The control-experimental group method was used to collect the data from 110 regular Air Force male students who received a pre-test at the beginning of the course, a posttest at the end, and a retention test five weeks after the posttest. It was found that students taught with the lecture-demonstration procedure supplemented with the programed textbook made a significantly higher mean gain score than students taught either with the autoinstructional or conventional lecture-demonstration procedure. Students taught solely with the autoinstructional procedure required significantly less time to complete the unit than students taught with the other two techniques. No significant differences were found among the retention loss scores of the three groups nor between the student's mean gain score and his reading ability, general intelligence, and educational level. (author/nl)