This study sought to determine whether or not there was a significant difference in the achievement of 11th grade U.S. History students learning from sound filmstrips and students learning from the same sound filmstrips in videotape format. Four 11th grade U.S. History classes were examined. Each section was administered a pretest consisting of 20 multiple choice questions to record knowledge preceding viewing. Two sections viewed three different sound filmstrips (on the West, the labor movement, and the populist movement) and the other two sections viewed the same filmstrips in videotape format. The same test was administered as a posttest to record any changes in knowledge. Results indicate that students in the usual classroom environment learn more effectively from filmstrips than from filmstrips on video. The fact that standard video equipment presents a smaller image than the filmstrip medium may account for part of the difference observed. Other factors which might have contributed to the observed difference include students' expectations and viewing behavior for the two media formats. Given that producers charge 30% more for filmstrips on video than for the conventional format, the results indicate that filmstrips on video are a less effective use of instructional materials funds. Pre- and posttests are appended. (19 references) (GL)