Research was conducted to determine the effectiveness of computer-managed instruction (CMI) as an aid to the mastery of factual content, as compared to the method of frequent, pre-announced quizzes. One section of an undergraduate education course received conventional instruction along with quizzes; another section used a CMI program whose major features included mastery learning, self-pacing, self-instruction, provision for individual differences, and extensive record keeping. All other instructional activities were held constant across both groups. Pre-test evaluation of content knowledge yielded no significan differences between the groups prior to treatments; post-test results indicated that the CMI group achieved significantly greater mastery of the factual content. (Author/LB)