The effects of varying the sequence of frames in a self-instructional program on the instructional outcomes of achievement, interest in learning, and attitudes toward programed instruction were investigated. Thirty-nine 6th grade Spanish classes were randomly assigned to a program with an orderly progression or a scrambled order of frames. The…

Pupil learning about evolution under different types of instruction is examined. A branching style program in which written responses were required was compared with a program in which the same material was presented in straight narrative style. The project compiled and analyzed test results from 115 fifth-grade students. The students were divided…