The Effect of the Inquiry-Based Learning Model on Developing Science Process Skills among First-Year Students in the Department of Psychology

Abstract

: This study aimed to identify the effect of the inquiry-based learning model on developing science process skills among first-year students in the Department of Psychology, College of Arts, Tikrit University. The study used a quasi-experimental design with two equivalent groups. The sample consisted of (60) students: an experimental group of (30) students taught according to the inquiry-based learning model and a control group of (30) students taught according to the traditional method . The researcher prepared a (30)-item multiple-choice science process skills test covering observation, classification, inference, interpretation, and prediction. The validity of the instrument was verified by specialists, and its reliability was calculated using Cronbach’s alpha (0.86). The results revealed statistically significant differences at the (0.05) level in favor of the experimental group in the post-test. The calculated t-value was (6.42), and the effect size was large (Cohen’s d = 1.8). The study recommended adopting inquiry-oriented teaching procedures in university psychology courses .