This paper describes the general rationale, hypotheses, methodology, findings and implications of a recent dissertation research project conducted in the Columbus, Ohio, public schools. The computer-based study investigated the simultaneous relationship between achievement in microeconomics and attitude toward economics, level of computer anxiety, and attitude toward learning. Twelfth-grade students (n=155) in regular social science courses at four Columbus senior high schools were randomly assigned to alternative instructional treatments. Each treatment, emphasizing either a problem-oriented strategy or a rule-oriented strategy, consisted of a week-long computer-based unit teaching fundamental economic concepts and principles of supply, demand, and equilibrium. Pre-, post-, and delayed-post measures were given, and appropriate data analyses completed. Results of these analyses indicate that individuals receiving problem-oriented instruction performed at a higher level on all of the cognitive achievement scales, although this difference was significant only for questions on the lower-order subscale of Posttest I. There is also evidence that a problem-oriented strategy may positively influence attitudes towards economics, as well as the degree of sophistication towards economic issues generally. (32 references) (Author)