The results-obtained by a 2 x 2 factorial posttest-showed that the visual-spoken advance organizer did not significantly influence rule-learning in the CAVI situation.

It was hypothesized that subjects who receive the advance organizer treatment in a CAVI mediated lesson would achieve higher mean rule-learning test scores than those who do not receive the advance organizer treatment. To test the hypotheses, a sample of 70 college students were subjected to one of two treatment conditions. The instructional material dealing with rule-learning in basic computer programming for the CAVI lesson was developed on the basis of the Principles of Instructional Design suggested by Gagne' and Briggs (1979). The advance organizer for the CAVI mediated lesson was developed based on Ausubel et al.'s conceptual definition of the term (1978). Translated into operational terms, Mayer's (1979) checklist of attributes for advance organizers provided the basis for the advance organizer developed.

One of the newer tools for instruction today is Computer-Assisted Video Instruction (CAVI). The focus of this study was the impact of advance organizers as an instructional strategy upon students' achievement in CAVI. Specifically, this research examined the increase of students' rule-learning when exposed to advance organizers presented in a CAVI mediated lesson.