Enhancing learners’ self-regulated learning in physical sciences classrooms through formative assessment intervention strategies

Abstract

Fostering self-regulated learning (SRL) in the context of physical sciences is crucial for promoting twenty-first-century learning skills and establishing a solid foundation for academic achievement among science students. In South African schools, the physical sciences curriculum holds significant importance, serving as a cornerstone for students’ educational development. This research aimed to investigate the effectiveness of formative assessment interventions in cultivating SRL among grade 10 physical sciences students. Utilizing survey methodology, quantitative data were gathered through questionnaires administered to 175 grade 10 physical sciences students selected purposively. The study utilized the self-regulatory skills scale, appropriately adapted to the specific context, with a model of self-regulated learning serving as the conceptual framework. Data analysis involved both descriptive and inferential statistics. The study revealed that implementing formative assessment practices in physical sciences classrooms effectively promotes students’ SRL behaviors. The findings underscored the positive impact of formative assessment practices as interventions in enhancing students’ SRL and improving academic performance. It is recommended that formative assessment strategies be integrated into teaching methodologies at the secondary level, offering valuable benefits to learners.