This study tested and compared the effects of an audio-tutorial method and a traditional lecture method of instruction for an Intermediate College Algebra course and investigated how improvements should be made for the commercially-prepared and teacher-made audio-tutorial materials. A sample of 186 students was randomly selected from the population of 805 students enrolled in the algebra course and assigned to one of two treatments. The Otis Mental Abilities Test (Form Am) was given to test aptitude differences between groups. No significant differences were found at the .05 level. Two equated forms, PRT and NRT, of the Florida Twelfth Grade Placement Test, Mathematics Section, were used respectively as the pre- and post-achievement test. An attitude questionnaire was administered to the experimental groups to gather suggestions for improvements. A three-way analysis of variance was used to analyze data for the factors of treatment, sex of students and teacher. Results yielded a significant difference (p less than .05) between treatments in favor of the audio-tutorial method but there were no interaction effects found between the factors. (Author/JP)