Textbook teaching and the Essex Electrical Board (EEB) were compared for relative teaching effectiveness. Student and teacher attitudes toward the EEB were also analyzed. A pre- and post-test were administered to both the experimental and control groups, in the same school, at six week intervals. The experimental group, using the EEB, consisted of four groups of approximately six pupils each. The control group was taught by conventional methods. Student attitudes were determined by use of a questionnaire and teacher attitudes were determined from personal conferences. Results showed significant differences for the entire group in pre- and post-test analyses. No significant differences were found when post-tests of the experimental and control groups were compared. Students and teachers showed favorable attitudes toward the EEB. (BC)