AN EXPERIMENT WAS CONDUCTED TO TEST THE HYPOTHESIS THAT A GRADUATE-LEVEL COURSE COULD BE TAUGHT EFFECTIVELY WITH A SERIES OF TAPE RECORDED LECTURES. A RESEARCH METHODS CLASS WAS DIVIDED INTO TWO SECTIONS WHICH WERE EQUATED ON THE BASIS OF SCHOLASTIC APTITUDE AS WELL AS SCORES ON TWO DIFFERENT TYPES OF ACHIEVEMENT PRETESTS. THE CONTROL SECTION WAS TAUGHT BY A STANDARD LECTURE-DISCUSSION APPROACH WHILE THE EXPERIMENTAL SECTION WAS TAUGHT PRIMARILY BY A SERIES OF 34 HALF-HOUR TAPED LECTURES. FOR THE TAPE-TAUGHT GROUP, A BRIEF DISCUSSION PERIOD WAS AVAILABLE IN WHICH THE INSTRUCTOR ANSWERED QUESTIONS REGARDING THE TAPED LECTURES. ON THE BASIS OF GROUP PERFORMANCES ON SEVERAL CRITERIA, NO STATISTICALLY SIGNIFICANT DIFFERENCES BETWEEN THE TAPE-TAUGHT AND CONVENTIONALLY-TAUGHT STUDENTS WERE FOUND. IT WAS CONCLUDED THAT TAPED LECTURES, AS EMPLOYED IN THE EXPERIMENT, CAN SERVE AS AN EFFECTIVE TEACHING DEVICE. (HB)