This study investigated "Effects of Computer-Assisted Instruction on the acquisition of Science Process Skills, Retention and Performance among Basic Science Students in Kano, Nigeria". The research design adopted for the study was a Quasi-experimental control group design which employed a pretest, posttest, and post- posttest of the experimental and the control groups. The population of the study consisted of 8,131 JSSII Students from forty-one schools in Kano Municipal. Four schools were selected as sample for the study with a total number of 200 students. The instruments used for the study were Basic Science Performance Test (BSPT) with reliability coefficient of 0.89 and Process Skills Acquisition Test (PSAT) with reliability coefficient of 0.76. Both instruments were validated by three senior lecturers. Intact classes of JSSII were used for the study. Six research questions were answered using descriptive statistic of mean and standard deviation, while six research hypotheses were formulated and tested using t-test at P≤0.05 level of significance. One of the hypothesis answered was There is no significant difference in the level of performance between students taught Basic Science concept using Computer-Assisted Instruction and those taught using Lecture Method Major findings of the study revealed that the use of Computer-Assisted Instruction (CAI) has positive effect on Students? acquisition of Science Process Skill, Retention, and Performance among Basic Science Students. Based on the research findings recommendations were made among which include, that the State Ministry of Education should provide adequate Information Technology gadgets such as computers and software/instructions which are the basic equipments needed for the implementation of Computer-Assisted Instruction as a method of teaching. Teachers and students should be exposed to the Computer-Assisted Instructions as an effective modern teaching technique for the improvement of Science Process Skills acquisition, Retention and Performance in Science.