In spring 1994, a study was conducted to compare student outcomes for instructors use of a mixed teaching repertoire (i.e., lecture, student-centered discussion, cooperative learning, and computer-assisted instruction) and those using lectures alone in social science, science/math, humanities, and business classes at Cosumnes River College, in California. Based on surveys of instructors and students and class observations, 22 matched pairs of courses were determined based on instructor technique. In addition, the ethnicity, gender, age, and English-as-a-Second-Language (ESL) status of the 812 students in the lecture-only and the 603 in the mixed-repertoire courses were analyzed to determine group outcomes. Study findings included the following: (1) attendance was generally better in lecture-based than in mixed-repertoire classes especially among 25 or older, native English speaking, white, and female groups; (2) while, students over 25, native English speakers, Asian/Pacific Islanders, Whites, and females earned higher grades in lecture-based courses, students under 25, ESL students, African-Americans, Hispanics, and males earned higher grades in classes using a mixed repertoire; (3) with respect to course completion rates, students in social science mixed-repertoire courses were significantly more likely to successfully complete than in lecture courses; and (4) while students felt they had opportunity to succeed regardless of methodology, they felt they had a greater opportunity to succeed in the lecture group. (Contains 16 references.) (KP)