This study contributes to the debate over how much control over instruction should be given to different types of learners and how much control should be left to the computer program in computer-based instruction. The effect of locus of control and student control over branching on ability to locate the answers contained in computer screens to a paper-and-pencil list of questions and the ability to retain learned information is explored. Student control conditions were branching for review only and total branching control to any topic in the sequence. Results using two-way analyses of variance indicated that students with high internality scores and computer sequence control over only review retrieved the most correct information. Students with control over only review retained the most correct information, regardless of locus of control scores. Students with higher internality scores also scored better on one of the software's two internal performance scores. Grade-point average was also positively correlated with accuracy of retrieval and retention.
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