THE OPERATION OF THE IBM 82 SORTER WAS TAUGHT TO THREE GROUPS OF STUDENTS IN THREE DIFFERENT 2-HOUR SESSIONS. THE GROUPS WERE STATISTICALLY EQUATED ON THE BASIS OF THE STUDENT'S SCORES ON THE SCAT AND IBM MACHINE OPERATORS TESTS. A "STANDARD CLASSROOM" METHOD (INVOLVING A LECTURE AND SUCH AIDS AS A CHALKBOARD AND HAND-OUTS) WAS FOLLOWED IN INSTRUCTING THE FIRST ("A") GROUP. AN "OVERHEAD PROJECTOR" METHOD WAS FOLLOWED IN INSTRUCTING THE SECOND ("B") GROUP. A "HANDS-ON" METHOD (IN WHICH THE STUDENTS ACTUALLY OPERATED THE SORTER) WAS FOLLOWED IN INSTRUCTING THE THIRD ("C") GROUP. LEARNING WAS MEASURED BY COMPARING THE STUDENTS' PERFORMANCE ON PRE- AND POST-TESTS OF 20 MULTIPLE-CHOICE QUESTIONS. GROUPS A AND C PERFORMED ABOUT EQUALLY WELL, GROUP B SIGNIFICANTLY LESS WELL. INVESTING IN SORTERS AND OVERHEAD PROJECTORS TO TEACH THE SUBJECT THEREFORE SEEMS UNNECESSARY. (A STATISTICAL ANALYSIS OF THE CHARACTERISTICS OF THE SAMPLE GROUPS AND A DISCUSSION OF SOME OF THE DETAILS AND LIMITATIONS OF THE STUDY ARE INCLUDED.) (AD)