Empirical evaluation of two programmed instructions.

33 ss were pupils in the 5th and 6th grades in arithmetic and history classes. 1/2 of the pupils in each grade studied programed textbooks and the others were taught conventionally. Ss were matched on intelligence and achievement, as indicated by scores on the interesse, schoolvorderingen en intelligentie test. Immediately after the completion of formal instruction and again after a 4-wk interval, an achievement test was administered to both groups. Effects of varied instruction were analyzed by analysis of variance with schools, grades, methods of instruction, and time-intervals as variables. Both testings indicate a significantly better result attained by the groups taught conventionally. The analysis indicates high positive r's with intelligence and achievement.