This study examined the effects of computer-based instructional strategies on the performance of physics students in secondary schools in Kaduna state.The study was guided by six research questions and six null hypotheses which were tested at 0.05 alpha levels. The comparative effects of the spider and hierarchical modes of computer-based concept mapping strategies was explored. The study also examined the influence on gender on students' performance in physics when taught using the two modes of computer based concept mapping strategies. All literatures reviewed in the study were duly acknowledged. The instrument used in the study were: researcher adapted Physics Performance Test (PPT), Computer-Based Concept Mapping Instruction Packages (CBCMIP) and Computer Based Instruction Package (CBIP), which were validated by experts. The instruments were pilot tested using students who are part of the population but not in the study sample and a reliability coefficient of 0.9 was obtained using Kuder-Richardson formula (K-R 20). The study employed pre-test-post-test control group quasi experimental research design. The sample population comprises of 110 SS2 Physics students drawn from three private secondary schools in Kaduna South Local Government Area of Kaduna State. Three intact classes were selected through simple random sampling technique from each of the selected schools and were later sub-divided into two experimental and one control groups respectively. From the data collected, mean and standard deviation were used to answer the three research questions whileANCOVAwas used to test the three null hypotheses. Findings of the study revealed that students taught with computer-based concept mapping strategies have almost the same level of performance with those taught using just computer based instruction. The findings also revealed that gender has no significant effect on the academic performance of students when taught using computer-based concept mapping instructional strategies. Finally, it was recommended that physics teachers should be exposed to seminars, workshops, and trainings; they should be encourage to use ICT tools in teaching while students should be given access to computer usage with necessary facilities and other researchers can replicate the study in a wider geographical scope or other subjects and/or units in physics.