To determine the effects of videotape supplements to the programmed instruction used in developmental mathematics at Danville Community College (Virginia), videotapes and supplements (study time record, instructions, flow chart, prefatory information, index of tapes, objectives, exercises, and summary) were produced for four units of Algebra I. Three groups of students were randomly chosen: (1) the control group--used programmed texts and received instructor and peer assistance during class; (2) an experimental group--used programmed texts supplemented by videotapes; and (3) a non-control group--used programmed texts, received instructor and peer assistance, and used the tapes if they desired. Course grades, unit test scores, and scores on the Mathematics Opinionnaire, which measured enjoyment, motivation, importance and fear, were used to evaluate student achievement. The study revealed that: the performance of students who previously studied algebra was superior; there was no significant difference in the effects of different treatments; there was no significant difference between mean changes in opinion toward math among the groups, though the overall change in opinion of the experimental group was positive and that of the control and non-control groups negative. A videotape supplement, "Integers & Equations Having Integers as Solutions," and a bibliography are included. (AYC)