Results indicate that both programmed instruction and conventional text instruction could be effective in contributing significantly to the geography achievement of pupils, with programmed instruction being more effective in producing greater achievement in and more favorable attitudes towards map reading. (Author/AM)

The relationships between use of specific tutorial skills and pupil outcomes is the domain of the present paper, the third of three studies of mathematics tutoring designed and conducted using three populations of tutors--teachers, paraprofessionals, and students. The other two studies individually address the effects of tutoring on the…