The purpose of this investigation was to compare the effects on achievement and attitude of a method of teaching using multi-media self-instructional learning activity packages, with the conventional method of teaching by lecture and discussion. The subjects were 126 community college students enrolled in remedial English classes. Two instructors were each randomly assigned to a control group and an experimental group. The experimental groups received instruction in the ten basic sentences patterns of structural linguistics by means of three multi-media self-instructional learning activity packages developed for this study. The control groups were instructed in the same content matter by the conventional lecture-discussion method. The investigation was conducted during a four-week period in the winter of 1973. Some of the results indicated that: students in the experimental group showed a significant difference in posttest scores on the criterion measures; and students in the experimental group on the post-experimental attitude measure scored significantly higher than students in the control groups, although a pretest analysis revealed no significant differences between the groups. (Author/WR)