Abstract
This research focuses on the effectiveness of using hands-on instruction in a multiple-workstation instruction laboratory. Four sections of second semester Freshman English classes, creating a sample size of 81 students, were divided according to instruction method and were tested on retention after the session. Students receiving guided hands-on instruction retained more information than those experiencing a lecture/demonstration method. There were no differences related to gender. The results of this study reinforce current views on the effectiveness of active learning and lend support for the continued development of multiple-workstation classrooms.
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