This study investigated the effects of learner and program control over content review within science computer-assisted instruction (CAI). Ninth grade subjects completed learner and program controlled CAI and a unit posttest. Continuing motivation for learner and program control was measured by giving half the subjects a choice of control type for a subsequent session. Results indicated that program control resulted in better posttest performance for males. For females, learner control provided a nonsignificant advantage. This sex difference is discussed relative to a possible differential effort on the part of males and females. Results also reveal significant differences in continuing motivation for learner control, with subjects returning more frequently to learner control than program control in the second session. Strong student preferences for instruction via computers were also noted.
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