Formative Assessment As Catalyst For Self-Regulation In Chemistry: A Quasi Experimental Study In District Kurram

Abstract

This experimental study examined the impact of formative assessment practices on the self-regulation skills among 9th-grade chemistry students. A Solomon Four Group Quasi Experimental Design was employed with a sample of 240 students from two secondary schools in District Kurram during the 2025-2026 academic years. Students were assigned to experimental groups which received the formative assessment intervention and the control groups which did not receive [1]any treatment. Prior to intervention one experimental and one control group form the first school were pretest using Chemistry Self Regulation Skills Questionnaire (CSRQ), while the other experimental and control groups from the second school were not pretested. The intervention lasted 12 weeks and formative tests administered after completing each of the first four chapters. After the intervention data was collected using the Chemistry Self Regulation Skills Questionnaire (CSRQ).Collected data were analyzed using SPSS Software version-26 employing both descriptive and inferential statistical tests. The finding revealed the students in the experimental groups showed significant improvements in all dimensions of self regulation, while  control groups showed minimal change with no significant difference.