Abstract: The study investigated how utilizing interactive students notebook with feedback strategies could enhance science process skills acquisition, performance in and attitude towards physics in Plateau state, Nigeria. Three research questions and three null hypotheses formulated guided the study. The study adopted quasi-experimental research design. The population consists of 3,182Senior Secondary (SS) II Physics students in all the secondary schools located in Plateau State of Nigeria. A sample of 113 SS II Physics students in four intact classes was used for the study. Physics Students’ Academic Performance Test (PSAPT) with reliability coefficient of 0.97, Test of Physics Related Attitude (TOPRA) with reliability coefficient of0.84 and Test of Science Process Skills Acquisition (TOSPSA) with reliability coefficient of0.98were used for data collection.