The effects of two types of teaching procedures in two Grade 9 language arts classes on 38 students’ achievement and motivation were evaluated. A pre- and posttest control group design was employed. The students in the treatment group were taught five months of the regular curriculum using learning centers while the control group were given a teacher-directed program without learning centers. Pre- and posttest scores were taken from an examination requiring reading and writing and a teacher-developed questionnaire. Analysis indicated the students taught with the learning centers scored significantly better on the achievement and attitude posttest than the control group.
