Science process skills include basic skills like observing, inferring, measuring, communicating, classifying, and predicting, as well as integrated skills like controlling variables, defining operationally, formulating hypotheses, interpreting data, experimenting, and formulating models. Recognition of the value of science process skills has resulted in the development of new instructional techniques and strategies. Some research suggests that computer-assisted instruction (CAI), in the form of self-instructional programs written for microcomputers, may be effective in teaching these skills. This study sought to develop a CAI module designed to improve the integrated science process skills of community college students, as measured by students' pre- and post-CAI scores on the Test of Integrated Process Skills (TIPS). Their scores on the Enhanced American College Testing Assessment (Enhanced ACT) were used as a balancing measure of academic aptitude. The CAI module, which during its development was also subject to formal evaluation by an expert review panel, included two tutorial programs and two laboratory simulations, and was examined in the study for ways in which it presented information, guided students through assimilation of new information, and provided practice to enhance understanding. The student sample consisted of 92 students enrolled in General Biology I for Science Majors (at a small, rural community college located in the southeastern United States), equally divided into a control group and an experimental group. The control group had the opportunity to use commercially produced tutorials designed only to improve knowledge of biology content, while the experimental group used the CAI module for improving integrated process skills. The study revealed no significant difference between the mean gains of the control group and the experimental group (0.05 to 0.07), although the experimental group did show a more marked improvement on the individual subtest involving graphing and data interpretation. Nor did the effectiveness of CAI seem to be influenced by a student's academic aptitude or gender. The study's results suggest that instructors should not expect noticeable improvement in students' integrated science process skills. Due to the small scale and time constraints of this study, findings should be considered with some caution. Seven tables illustrate the data. (Contains 41 references.) (BEW)