The purpose of the research was to manipulate two aspects of genetics instruction in order to measure their effects on college, introductory biology students' achievement in genetics. One instructional sequence that was used dealt first with monohybrid autosomal inheritance patterns, then sex-linkage. The alternate sequence was the reverse. Instruction was individually delivered via microcomputer tutorials to 41 engineering and science majors enrolled in a Purdue University introductory biology course. Computer delivered instruction was chosen to control for teacher effects. In terms of achievement the average score of the subjects who received integrated instruction was significantly higher than that of those who received the non-integrated instruction. Also, the groups which received integrated presentations scored significantly higher on two novel genetics problems that required a meaningful understanding of the role of meiosis in genetic inheritance. (Author/TW)