The purposes of this study were: (1) to evaluate the effectiveness of audio-tutorial (A-T) instruction and (2) to identify, classify and study differences in problem solving approach using a theoretical framework derived from the ideas of D. P. Ausubel. Seventy of 420 students taking a college introductory non-calculus physics course used A-T methods of instruction. Questionnaires and student course exams provided data for comparison of attitudes toward the course and achievement. Attitude data were compared using Chi Square analyses. Achievement data were compared using ANOVA. Twenty-five of the A-T group were interviewed and assigned ratings indicating their intuitive (I) and analytic (A) problem solving tendencies. Four groups, low I, low A, low I-high A, high I-low A and high I-high A, were established. Groups were compared using ANOVA on various learning related parameters as SAT scores, background, achievement, and time spent in learning. Findings and conclusions made showed that significantly more A-T students than non A-T students responded favorably to questionnaire items directly related to the objectives. It was possible to establish consistent and reliable ratings of students' intuitive and analytic problem solving tendencies. (Author/EB)