An individualized instructional strategy was designed and evaluated as an alternative to the teacher‐directed strategy in a university level meal management course. Analysis of variance of scores on objective pretest, posttests, and rating scales indicate that students learn well by either approach. The results of this study show that a laboratory course such as meal management can be adapted to the individualized mode of instruction to the advantage of students with exceptionally high or low levels of previous experience as well as those who require flexibility of scheduling.

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