THE RELATIONSHIPS AMONG RELEVANCY OF CONTENT, MODE OF PRESENTATION, AND LEARNING OUTCOMES AS MEASURED BY OBJECTIVE TESTS OF PSYCHOLOGICAL KNOWLEDGE IN AN INTRODUCTORY COURSE IN PSYCHOLOGY FOR TEACHERS WERE STUDIED. ALL STUDENTS ENROLLED IN A TWO-QUARTER COURSE WERE RANDOMLY DIVIDED INTO FIVE GROUPS AT THE BEGINNING OF THE FALL QUARTER OF 1963. FIVE EXPERIMENTAL TREATMENTS WERE ASSIGNED TO THE GROUPS AFTER THEY RECEIVED A 230-ITEM MULTIPLE-CHOICE PRETEST. THE FIVE TREATMENTS WERE--(1) A PROGRAMED TEXT AND LECTURES, (2) A TEACHING MACHINE PROGRAM AND LECTURES, (3) A PROGRAMED WORKBOOK, A TEXTBOOK, AND LECTURES, (4) A TEACHING MACHINE PROGRAM, LECTURES, A TEXTBOOK, AND ASSIGNED READINGS, AND (5) LECTURES AND ASSIGNED READINGS. THREE OBJECTIVE EXAMINATIONS WERE ADMINISTERED DURING EACH QUARTER. DATA WERE ANALYZED USING AN ANALYSIS OF COVARIANCE WITH PRETEST SCORES AS THE COVARIATE, AND POST-TEST SCORES AND EXAMINATION POINTS AS CRITERIA FOR PERFORMANCE CHANGE. RESULTS OF THE STUDY WERE AMBIGUOUS. A SINGLE CONCLUSION WAS SUGGESTED WHICH IS--THE MOST IMPORTANT VARIABLE IN LEARNING IS THE AMOUNT OF TIME SPENT IN LEARNING. (HB)