Several programmed instructional modules (for self‐paced and/or reinforced learning) in pest management were utilized at the Pan American School of Agriculture (Honduras) and the University of Guayaquil (Ecuador) within existing courses of plant protection. Three modes of delivery were employed: autotutorial, conventional lecture, and conventional lecture + slide illustration. Student performance, as measured by the percentage differences between pre‐and post‐module examination, were determined, and significant differences did occur among modules and among modes of presentation. Up to a 41% drop in the standard error of post‐instruction (v. pre‐instruction) test scores occurred, indicating our modules had a ‘standardizing’ effect on student users. The utility of programmed instructional learning in the developing world and on the need to tailor ‘mode of delivery’ to the subject being taught are discussed.