Two hundred and twelve undergraduate and graduate students enrolled in an introductory course in special education for nonmajors were used to examine the effect of a computer-based hypertext program on academic achievement and problem-solving. Students were assigned to one of three research groups including an experimental group (hypertext-based instructional program), a comparison group (linear drill-practice computer assisted instruction), and a control group. While posttest scores were significantly higher than pretest scores, analysis of covariance procedures found no significant differences on academic achievement or problem-solving ability for participants in the three groups. In contrast, significant differences were found in participants' perceptions toward the hypertext and drill-practice comparison programs. Students were more comfortable and preferred the structure and linear style of the drill-practice method to the more flexible nonlinear style of the hypertext prototype. Implications for practice are discussed.
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