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Abstract
One hundred Jordanian boys were arranged in two matched groups to study the effectiveness of programmed instruction in teaching English at the secondary school level compared to regular classroom teaching.
Utilising a ‘t’ test and a 2 x 2 analysis of variance the results indicated the superiority of PI compared to regular classroom teaching. All main effects (method and ability) and three interaction effects were significant. Students low in achievement seem to have benefited more from PI than from regular classroom teaching. These results were interpreted on the basis of the inherent qualities of PI such as structuring the learning situation and providing immediate knowledge of results, which are lacking in regular classroom teaching.