This report examines the effects of feedback, through the use of computer-assisted instruction, on the problem-solving abilities of "at-risk" college students, i.e., students identified as academically disadvantaged. Study subjects were 30 male and female undergraduate students aged 18 to 23 years. The study used two computer-assisted instructional modules and a posttest. Information was presented to the students in sections of five screens of text, followed by five multiple choice questions with four alternatives. This cycle continued for a total of 15 screens of text and 15 questions. The difference between the two instructional methods was the type of feedback (knowledge of correct response or inductive) presented to the learner. The knowledge of correct response (KCR) feedback gave either a "right" or a "no, try again" response to learners, while the inductive feedback provided learners more information or rules leading to the correct answer. The posttest contained 21 questions not previously given in the instructional modules. Findings indicated mean scores for the 21-item posttest of 14.4 for the KCR treatment and of 13.95 for the inductive treatment indicating no performance advantage between the two feedback methods. (Contains 23 references.) (GLR)