The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course
Bibliographic Data
| ID | 11623788 |
|---|---|
| Authors | Jessica Crowe (0000-0003-2460-2578, Southern Illinois University Carbondale, Carbondale, IL, USA, corresponding author), T J Silva (0000-0003-0701-8169, Southern Illinois University Carbondale, Carbondale, IL, USA), Ryan Ceresola (0000-0003-4642-4418, Southern Illinois University Carbondale, Carbondale, IL, USA) |
| Year | 2015 |
| Volume | 43 |
| Issue | 3 |
| Pages | 201-213 |
| Publication date | 2015-03-23 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching Sociology (JOURNAL) |
| Journal identifiers | ISSN: 0092-055X • E-ISSN: 1939-862X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0092055x15578033 |
| OpenAlex | W2087305266 |
| Language | EN |
| Citations received | 10 |
| References cited | 16 |
In this study, we test the effect of in-class student peer review on student learning outcomes using a quasiexperimental design. We provide an assessment of peer review in a quantitative research methods course, which is a traditionally difficult and technical course. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two in-class peer review sections, and two sections that did not incorporate in-class peer review over two semesters. For the two sections with peer review, content scheduled for the days during which peer review was used in class was delivered through the online course management system. We find that in-class peer review did not improve final grades or final performance on student learning outcomes, nor did it affect performance differences between drafts and final assignments that measured student learning objectives. Further, it took time away from in-class delivery of course content in course sections that used in-class peer review. If peer review is utilized, we recommend it be assigned as an out-of-class assignment so it does not interfere with in-class teaching
Class (philosophy · Class size · Content delivery · Course (navigation · Course evaluation · Higher education · Mathematics education · Medical education · Peer Assessment · Peer evaluation · Peer feedback · Peer learning · Peer review · Test (biology · Computer Science · Engineering · Evaluation of Teaching Practices · Innovative Teaching and Learning Methods · Medicine · Psychology · Student Assessment and Feedback
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| Unique citing works | 10 |
|---|---|
| Citations per year | 1 |
| Citation span | 2016 - 2025 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |