Abstract
39 sixth-grade Spanish classes were randomly assigned to either a linear program developed according to the usual procedures or an alternate version of the program produced by reordering the frames in accordance with the advice of experts. The students worked on the program for 30 min. each week without any teacher-directed instruction. For none of the instructional outcomes of achievement, interest in the subject matter, and attitudes toward programmed instruction did the mean levels differ significantly after one semester of instruction. In each group a high relationship was found between aptitude and achievement, and between initial and final interest in the subject matter. Attitudes toward programmed instruction were not consistently related to any other variables.
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