The major problem of this study was to assess the effect of computer simulated experiments on the attainment of process skills and the acquisition of subject matter content in the high school physics laboratory. Over a 4-month period, 51 students from 2 physics classes were involved in 4 laboratory experiments and simulations. There was a random assignment of students to one of three treatment groups: laboratory, laboratory-computer, and computer. The process skills investigated were the ability to investigate relationships between laboratory variables (Data Manipulation Score), to reach conclusions (Experimental Conclusion Score), and to interpolate, design experiments, and reach conclusions (Process Tests). The data obtained were subjected to analysis of variance and covariance. Among results, it was found that a computer-related group had the highest mean Data Manipulation Score while laboratory-computer and laboratory groups had higher mean Process Test scores, although the differences were not significant. (Author/CP)