Forty-eight deaf NTID students were randomly assigned to an introductory psychology course, 31 to a group which was conducted under a precision teaching method and 17 under the traditional lecture format. Although comparable initially in intelligence and hearing discrimination skills, the group which received the precision teaching scored 13.6 to 16.6 points higher in three written, multiple-choice examinations. They also indicated on a written questionnaire increased enjoyment of the course over the lecture group receiving identical material. It is hypothesized that noth increased learning and motivational factors bring about the examination score differentials
