This second part of a preliminary study considered the impacts of gender, cognitive learning styles, and computer attitudes on students' course satisfaction, based on their perceptions about their instructors' teaching strategies. The sample consisted of 60 male and 80 female undergraduates enrolled in two basic/developmental mathematics courses taught by one male and one female instructor at a four-year public and religiously affiliated institution in the southeastern part of Texas. Students completed a questionnaire that focused on their perceptions of instructor classroom attitudes and teaching effectiveness; perceived computer anxiety and attitude; and visual/global embedded figures. Course satisfaction was measured by students' overall scores in the teaching effectiveness and evaluation part of the survey questionnaire. The study found three significant effects: (1) there was significant gender effect in students' course satisfaction with female students consistently rating instructors higher (worse) than male students; (2) there was significant computer attitude main effect on students' course satisfaction--the insignificance of the instructors' effect was a consequence of how students perceived instructors' attitudes and teaching effectiveness; and (3) there was a significant effect due to cognitive learning styles. Field-dependent students were more satisfied with their instructors and the course than field-neutral and field-independent students. (Contains about 132 references.) (RH)