Abstract
This study examined the impact of formative assessment practices on grade 10 learners’ attitudes toward physical sciences, using self-determination theory (SDT) as a guiding theoretical framework. A quasi-experimental design with a mixed-methods approach was employed to provide a comprehensive understanding of the intervention’s effects. The sample consisted of 175 learners from five secondary schools in KwaZulu-Natal, divided into an experimental group (n = 118) and a control group (n = 57). The experimental group was exposed to a structured formative assessment intervention aimed at promoting autonomy, competence, and relatedness, core tenets of SDT, while the control group continued with conventional instructional methods. Data were collected through pre- and post-intervention attitude questionnaires to assess shifts in learners’ perceptions of physical sciences. Quantitative data were analyzed using descriptive and inferential statistics. The results revealed a significant improvement in attitudes among learners in the experimental group, while the control group showed minimal change. These findings suggest that formative assessment practices, when aligned with SDT, can enhance learner motivation, engagement, and overall attitude toward learning physical sciences.