The Test of Science Processes was administered as a pre- and post-test to 92 eighth grade students studying the first five chapters of the Introductory Physical Science materials to determine if process learning was significantly changed. The students were in four homogeneously grouped classes all taught by the same teacher. There were significant improvements in students' ability to observe, compare, classify, quantify, measure, experiment and infer during the period of the course, but not in the ability predict. It appeared that there was a relationship between intelligence and process skills such that more intelligent groups at the eighth grade level are further down a continuum of difficulty from observing to experimenting at the onset of instruction. Consequently, classes with students having lower ability levels showed the most change in process learning during IPS instruction. (Author/AL)