Abstract
This study is concerned primarily with the statistical comparison of two approaches to learning in so far as they were amenable to isolation and measurement. Specifically, the problem is to compare learning outcomes of eighth and ninth grade pupils whose responses are self-directed in given situations with the learning outcomes of the same pupils when their responses are formally guided in ana logous situations. Further, to verify find ings, the learning outcomes of matched groups in the two situations are likewise compared in certain instances.
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