The purpose of this study was to investigate the effects of the addition of geometry and geometric illustrations as a supplement to the teaching of factoring second-degree polynomials. Sixty eighth-grade students with certain prerequisite skills were randomly assigned to six treatment groups. Each group was taught factoring of quadratic polynomials through a computer-assisted program. The treatments were generated by varying the insertion of geometrical interpretations into the computer program. Scores of alternate forms of an instrument designed to measure the particular abilities that were taught were used as observations of the treatment groups midway through the instruction, at the end of instruction, and following an interval of three months without instruction. A one-way analysis of covariance was used with two covariates: (1) the number of minutes spent by students at the terminal, and (2) the percentage scores on the Iowa Test of Basic Skills. Analysis of the data revealed in each case an F ratio that was not significant. The insertion of geometrical interpretations into the algebraic instruction thus did not significantly affect problem-solving ability. (Author/JP)