Enhancing Learner Attitudes in Physical Sciences

This study investigates the impact of formative assessment on the attitudes of Grade 10 learners toward physical sciences in the KwaZulu-Natal province. Formative assessment, characterized by continuous feedback and ongoing evaluation, plays a pivotal role in shaping learners’ perceptions and engagement with the learning process. The research specifically explores how formative assessment strategies influence learners’ motivation, confidence, and overall disposition toward physical sciences education. A purposive sampling technique was employed to select 175 Grade 10 learners from five secondary schools in the UMkhanyakude District. The study adopted a quasi-experimental design, utilizing pretest and posttest attitude scales, with data analyzed using SPSS version 26. Findings reveal that learners’ attitudes toward physical sciences are shaped by several factors, including willingness to learn, perceived relevance of the subject, interest, and the need for academic support. Importantly, the intervention group exhibited greater improvement across all these factors compared to the control group. These results underscore the significant role of formative assessment in promoting positive attitudes and enhancing student engagement in physical sciences education. Based on these insights, the study recommends the systematic and consistent integration of formative assessment practices into teaching and learning to improve learners’ attitudes and overall learning experiences in physical sciences.