AN EXPERIMENT IN THE AREA OF RELATED TECHNICAL MATHEMATICS WAS CONDUCTED TO DETERMINE THE RELATIVE EFFICACY OF PROGRAMED SELF-INSTRUCTIONAL MATERIALS COMPARED TO THE TRADITIONAL METHODOLOGY AND TEXT MATERIAL. ELEVEN CLASSES WERE INVOLVED DURING TWO SEMESTERS--ONE CONTROL GROUP, SEVEN EXPERIMENTAL GROUPS, AND THREE SEMICONTROL GROUPS (EVENING CLASSES). THE MEAN GROWTH OF EACH CLASS WAS CALCULATED BY DETERMINING THE DIFFERENCE IN EACH STUDENT'S FINAL AND PRE-TEST SCORES. THE EXPERIMENT PROVIDED DATA WHICH INDICATES THAT PROGRAMED SELF-INSTRUCTIONAL MATERIAL HAS BEEN EFFECTIVE IN TEACHING THIS PARTICULAR SUBJECT AT THIS PARTICULAR LEVEL FOR THIS PARTICULAR POPULATION. AS A RESULT OF THE EXPERIMENT, IT WOULD APPEAR THAT PROGRAMED TEACHING PRESENTS INFORMATION TO THE STUDENT EQUALLY AS WELL AS THE TRADITIONAL CLASSROOM METHODS, ALLOWS STUDENTS TO PROGRESS AT THEIR OWN ABILITY RATE, AND PROVIDES STUDENTS AN OPPORTUNITY TO MEET THE PARTICULAR COURSE OBJECTIVES WITH CONSIDERABLE TIME SAVING. THE EXPERIMENT INDICATES THAT STUDENTS CAN LEARN SPECIFIC SUBJECT MATTER AND ACQUIRE CERTAIN SKILLS AS EFFECTIVELY BY THE USE OF TEACHING MACHINES AS BY THE USE OF TRADITIONAL METHODS. IT IS SUGGESTED THAT THESE MACHINES BE USED WITH OTHER TYPES OF AUDIOVISUAL EQUIPMENT TO CREATE A STUDENT SELF-TUTORING LABORATORY. THE MACHINE SHOULD BE A DEVICE FOR EXTENDING THE TEACHER'S EFFECTIVENESS AND A SUPPLEMENT TO INSTRUCTION SO THAT TEACHERS MAY DEVOTE THEIR TIME TO ASPECTS OF INSTRUCTION NOT ADAPTABLE TO MACHINE TEACHING OR PRESENTATION. MANY TABLES AND CHARTS ACCOMPANY TEXT.