The study aimed to determine the influence of inquiry-based learning on integrated science process skills. The result of the study was used to craft an intervention plan that will help enhance science process skills among college students. A descriptive- correlational design was employed. The 249 college-level respondents, enrolled in laboratory courses, were selected through stratified random sampling from four schools and universities in Tagum City. The study used two adapted and validated research questionnaires. Mean, standard deviation, Pearson r, and linear regression analysis were used as the statistical treatment of the study. The overall mean on the level of inquiry-based learning has resulted in 4.49 with a standard deviation of 0.67. The descriptive equivalent for the level of inquiry-based learning is very high. The homogeneity of responses has a computed standard deviation of 24.39 and a moderate descriptive equivalent which means that the indicator science process skills is fairly manifested. The result revealed that there is no significant relationship between inquiry-based learning and science process skills among college students in Tagum City. Based on the study results, an intervention plan has been developed to enhance students’ integrated science process skills. This plan includes strategies for teachers to promote integrated science process skills among students, such as alternative teaching methods, targeted skill development, teacher training, curriculum integration, assessment and feedback mechanisms, student engagement techniques, and ensuring resource availability.