The purpose of this Title III study was to compare the achievement and attitudes of ninth-grade algebra students who used programed texts with those of students who used conventional texts when the students were given a choice of varying degrees of classroom contact with the teacher. Following pre-unit tests of achievement and of attitudes toward independent study, programed texts, and mathematics, 42 students were divided into three sections taking 10, six, and three modules of class per week, respectively. Each section was then halved; one half using a programed text and the other using a conventional text. Tests were given again at the end of the unit. The results indicated that achievement may be inversely related to the amount of scheduled class time and bears no relation to type of text used. A decrease in preference for independence was noted both when the group was divided according to time and when divided according to type of text used; a similar change in attitude toward programed materials was observed. Attitude toward mathematics seemed to remain unchanged. Because of the small sample size the results of the study are somewhat inconclusive. A larger study conducted over a longer period of time is urged. (DE)