A study was conducted to test and compare the effects of a group-paced, multimedia, non-lecture method and a traditional lecture method of instruction in General Biology, and to determine if the type of evaluation used influenced a student's chances of successfully completing the course. Subjects were 308 students enrolling in General Biology during academic year 1975-76. Experimental classes (n=152) received instruction via audio-visual materials while the control classes (n=156) were taught by lecture. Students in both experimental and control classes were evaluated using the same test items; however, these questions were organized into three separate examinations during one semester and into ten quizzes during a second semester. Analysis of student achievement and attrition revealed: (1) the traditional method produced greater academic success than did the multimedia approach; (2) short quizzes for evaluation improved the student's chances of completing the course and earning the most points regardless of method of instruction; (3) short quizzes were preferred by students over block tests; and (4) overall, the lecture/quiz combination of instruction and evaluation produced the highest degree of academic success and the lowest rate of attrition. Tabular data are presented throughout the report. (JDS)