Effectiveness of four instructional delivery modalities - 1) Traditional lecture, 2) Web-enhanced lecture, 3) Web-based self-study, and 4) Combined web-based self-study & classroom discussion, was investigated for a single instructional unit (Nonlinear Equations) over separate administrations of an undergraduate course in Numerical Methods. Two assessment instruments - 1) student performance on a multiple-choice examination, and 2) a student satisfaction survey were used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality where web-based modules for instruction were used in conjunction with a face-to-face lecture delivery mode resulted in higher levels of student performance and satisfaction.