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Abstract
The study compared the transfer value of two methods of instruction ‐‐ programmed learning and lecture. Two matched groups of 27 students each were assessed for their ability to apply reinforcement concepts in classroom teaching following instruction in this field by the two methods.
Neither method of instruction proved superior in promoting student‐teacher use of reinforcement in classroom teaching although the program method was more effective in terms of post‐test gains or a test of reinforcement concepts.