The major purpose of this study was to compare the achievement of junior college biology students taught by two different methods (programed vs. lecture). It was also noted how the two methods of instruction compared in terms of ACT levels with regard to biological achievement scores and, to compare the methods in terms of reading levels, critical thinking, attitude and motivation of the students involved. Experimental I Group used programed textbooks while Group II used standard textbooks. A biological achievement test was given to both groups as a pre- and post-test. The investigator used treatment X levels design for analysis of the independent and interactive effects of the independent variables on the dependent measures. Analysis of data showed that subjects using a programed instruction improved significantly on the biological achievement test. Reading levels in combination with methods did not produce a significant effect. The methods used did not seem to influence critical thinking ability or enhance motivation. (Author/EB)