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The present study was undertaken to investigate the 7E-inquiry integrated module (7E-IIM) effect in fostering form two junior secondary school students’ science process skills (SPS). This study employed pre-test, post-test, and delayed post-test quasi-experimental design. 73 students aged 12 years on average constitute the sample of this study. The science process skills test was used to measure the participants’ process skills; meanwhile, the Lawson classroom test of scientific reasoning was administered to classify the participants into the concrete and formal cognitive developmental levels. Repeated measure ANOVA and independent Mann-Whitney U test were used for data analysis. The repeated measure ANOVA findings indicated a significant mean difference between experimental and control groups (p0.05). However, no significant difference existed in student’s SPS between concrete and formal cognitive levels in the experimental group (p0.05). On the contrary, there is a significant difference in student’s SPS between concrete and formal cognitive levels in the control group (p0.05). Overall, the 7E-IIM effectively promotes students’ SPS regardless of their cognitive developmental level. Instructors are therefore recommended to adopt the 7E-IIM in fostering students’ process skills to close the gap in students’ learning differences and difficulties.
Libata et al. (Thu,) studied this question.