This study investigated the relative effectiveness of computer-supported cooperative learning strategies on the performance, attitudes, and retention of secondary school students in physics. A purposive sampling technique was used to select four senior secondary schools from Minna, Nigeria. The students were allocated to one of four groups: Students Team Achievement Division (STAD), Jigsaw II, Team-Assisted Individualisation (TAI), or Individualised Computer Instruction (ICI). Computer-Assisted Learning Package (CALP) on physics was used as the treatment instrument and the Physics Achievement Test (PAT) and Physics Attitude Scale (PAS) were used as outcome measures. Analysis of Covariance and the Scheffe post-hoc test were used for data analysis. Some significant differences were found in the performance and attitudes of the groups, though cooperative learning strategies did not improve retention compared to ICI. These findings support the integration of computer-supported cooperative instructional strategies in secondary school classrooms.