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Abstract
The purpose of this study was to investigate the effectiveness of four types of visual illustrations used to complement oral instruction and to compare their relative effectiveness when projected on viewing areas of different sizes. Each of the 588 Ss received a pretest, participated in his respective presentation, and received four individual criterial measures. Results indicated that (a) the use of illustrations to complement oral instruction does not automatically improve achievement, and (b) merely increasing the size of visual images used to complement oral instruction will not necessarily improve achievement.