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THE PRESENT STUDY WAS UNDERTAKEN TO ASSESS THE DESIRABILITY OF USING VIDEOTAPED INSTRUCTION TO SOLVE THE PROBLEM OF PROVIDING UNIFORMLY CONSISTENT STUDY SKILLS COURSES TO UNIVERSITY STUDENTS. THIS FIRST PHASE INVOLVED PRODUCING TEN 30-MINUTE VIDEOTAPED LECTURES. THE SECOND PHASE CONSISTED OF OFFERING THE VIDEOTAPED COURSE TO NINE GROUPS THROUGHOUT FOUR ACADEMIC QUARTERS. APPROXIMATELY 700 STUDENTS TOOK PART IN THE STUDY. ONLY 20 PERCENT OF THE PARTICIPATING STUDENTS INDICATED THEY WOULD PREFER CONVENTIONAL LECTURES IN CONTRAST TO 25 PERCENT WHO INDICATED THEY LIKED THE TELEVISION PRESENTATION. THE FOLLOWING CONCLUSIONS WERE REACHED--(1) STUDENTS REACT FAVORABLY TO STUDY SKILLS MATERIALS PRESENTED VIA VIDEOTAPED TELEVISION INSTRUCTION, (2) VIDEOTAPED TELEVISION INSTRUCTION IS AN EFFECTIVE MEANS FOR RAPIDLY GROWING UNIVERSITIES TO MEET THE NEEDS OF THEIR STUDENTS IN THE STUDY SKILLS AREA, (3) LOWER-CLASS STUDENTS WITH AVERAGE OR LOWER ACHIEVEMENT REFLECT THE GREATEST BENEFITS FROM ENROLLING IN A VIDEOTAPED STUDY SKILLS COURSE, (4) THE LEARNING OF STUDY SKILLS MATERIAL IS ENHANCED WHEN STUDENTS ARE GIVEN MEANINGFUL ASSIGNMENTS TO PERFORM IN THE CLASSROOM FOLLOWING A VIDEOTAPED LECTURE ON STUDY SKILLS, (5) VIDEOTAPED STUDY SKILLS INSTRUCTION CAN BE OFFERED SUCCESSFULLY THROUGHOUT THE DAY, AS WELL AS DURING THE EVENING HOURS, AND (6) CREDIT IS NOT A NECESSARY CONDITION FOR SUCCESSFUL STUDY SKILLS EXPERIENCES. (TC)