This study examined the effects of feedback (immediate, delayed, or no feedback) and the type of control (external or internal) on computer-assisted instruction (CAI), and also considered the influence on achievement of such factors as computer anxiety, self-concept, learning style, and gender. Subjects were 336 undergraduates, the majority of whom had never taken a computer course, and the CAI material taught objectives for a college-level course in research. The data showed no significant difference in achievement for either the control or feedback variables. However, female students were found to be more computerphobic than males and less likely to have taken a computer course, but neither difference correlated with achievement scores; in fact, the female students achieved significantly higher scores. It was also determined that students who had taken a computer course had more positive self-concepts than students who had not. In addition, female students were found to have a more concrete learning style, and they were less reflective in their style of learning. Further, internal-control students who chose to select branches to work through had higher achievement scores than students who did not branch as frequently. The text is supplemented by 3 tables and 45 references. (EW)