THE EFFECTIVENESS OF USING ADJUNCT AUTOINSTRUCTIONAL MATERIALS FOR COLLEGE-LEVEL TEACHING AS COMPARED TO USING--(1) CONVENTIONAL MATERIALS AND (2) AVAILABLE PROGRAMED MATERIALS FOR SUCH ACTIVITY WAS TESTED. (ADJUNCT AUTOINSTRUCTIONAL PROGRAMS OPERATE ON THE ASSUMPTION THAT THE LEARNER IS AN ACTIVE PARTICIPANT, AND MATERIALS AND PROCEDURES ASSOCIATED WITH SUCH PROGRAMS ARE DESIGNED TO--(1) CLARIFY AND EXTEND MEANINGS, (2) CORRECT MISUNDERSTANDINGS, (3) CONFIRM STUDENT CHOICE, (4) POINT OUT STUDENT ERRORS, AND (5) GUIDE STUDENTS TO CORRECT ANSWERS.) THESE AUTOINSTRUCTIONAL MATERIALS WERE DEVELOPED FOR AND EVALUATED IN A COLLEGE COURSE ENTITLED "HUMAN GROWTH AND LEARNING." THE MAJOR CRITERIA FOR EVALUATING MATERIAL EFFECTIVENESS WERE--(1) LEARNING TIME TAKEN AND (2) AMOUNT LEARNED. OVER 230 STUDENTS ENROLLED IN THE COURSE WERE SELECTED FOR EXPERIMENTAL AND CONTROL GROUPS. THE EXPERIMENTAL TREATMENT CONSISTED OF LEARNING EXERCISES IN COMBINATION WITH A "TRAINER-TESTER RESPONSE CARD" WHICH PROVIDED IMMEDIATE KNOWLEDGE OF RESULTS AND THE OPPORTUNITY TO RECOGNIZE IMMEDIATELY RIGHT FROM WRONG RESPONSES. THE CONTROL TREATMENT USED LEARNING EXERCISES WITH A CONVENTIONAL ANSWER SHEET. MULTIPLE-CHOICE ITEMS WERE USED FOR TESTING. THE EXPERIMENTAL GROUP MADE SIGNIFICANTLY HIGHER SCORES ON CHAPTER POST-TESTS (CONSISTING OF IDENTICAL, BUT REARRANGED, ITEMS TO THOSE OF PRETESTS ADMINISTERED EARLIER). THE TWO GROUPS DID NOT SIGNIFICANTLY DIFFER, HOWEVER, WHEN MEASURED BY MIDSEMESTER TESTS AND THE FINAL EXAMINATION. (SEE ED 003 386 FOR FURTHER INFORMATION.) (JH)