Ss in three different schools were randomly assigned to Group R, the regular version of a self-instructional program, Group O, the program with knowledge of results omitted, or Group I, the program with the order of some sections of the program inverted. In two of the schools Groups O and I did significantly better on the posttest than did Group R, but in the third school there were no group differences on the posttest. An interpretation is offered in terms of the more active role of the student assigned to a mutilated version of the program.
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