Abstract:

Research has shown that integrated science process skills are crucial in the modern-day world. In this study, we used secondary school students enrolled in the science classes to determine the role of cooperative instructional strategy on the students integrated science process skill. Ninety-eight students participated in the study. We adopted a pre-test post-test research design in the study. The participants were grouped into two different groups for the pre-test and post-test studies. The experimental group was exposed to the cooperative instructional teaching method, while the control group was taught conventionally. Test of Integrated Science Process Skills (TISPS) was used to assess the participants integrated science process skills. An independent-samples t-test was run to determine if there were differences between the experimental and the control groups on integrated science process skills in the post-test study. The integrated science process skills increased in the experimental group (4.71 ± 4.91) than the control group (23.01 ± 4.27), a statistically significant difference of 18.68 (95% CI, 16.83 to 20.54), t (96) = 20.026, p = .001 was established. It was concluded that cooperative instructional strategy enhances students performance integrated science process skills. The study recommends that teachers should be regularly trained on the use of cooperative instructional strategies.

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