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Although behavioral instruction methods have been found to be uniformly superior to traditional lecture/discussion methods on a variety of cognitive outcomes (eg, knowledge acquisition, long-term retention), their effect on affective outcomes, such as attitudes and anxiety, has not been systematically evaluated. One area in which affective outcomes are deemed particularly important is in learning math-related material, such as statistics (Feinberg & Halperin, 1978; McLeod, 1991; Pretorius & Norman, 1992). Behavioral instruction offers a theoretically consistent and empirically based method for fostering these outcomes.