This study was undertaken to determine if the instructional quality of audiovisual materials is improved when student self-tests are included in the program. Two sound/slide programs on reading line graphs were tested on one-year vocational students at Forsyth Technical Institute, North Carolina. Twenty students in the experimental group used interactive material with self-tests mixed into the program. The control group of 26 students used an identical program without interactive material. All students took the same post-test based on the objectives of the program; these were lower-level cognitive objectives. The test scores were compared using a t-test (two tailed). The post-test results indicated that the experimental group achieved a higher percentage of program objectives at the 5% level of significance. The advantage was so narrow, however, and the limitations of the study so numerous, that further study was recommended. (VT)