Interactive Learning with Student Response System to Encourage Students to Provide Peer Feedback

Bibliographic Data

ID22044765
AuthorsJirarat Sitthiworachart (0000-0002-5750-6702, King Mongkut's Institute of Technology Ladkrabang), Mike Joy (0000-0001-9826-5928, University of Warwick, corresponding author), Héctor Raúl Ponce (0000-0002-7984-3945, Universidad de Santiago de Chile)
Year2023
Volume13
Issue3
Pages310
Publication date2023-03-15
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13030310
OpenAlexW4324362024
LanguageEN
Citations received2
References cited30

This study analyzed anonymous peer feedback among two groups of university students—a lower-performing class and a higher-performing class. Students used an audience response system to anonymously comment on each other’s work. Each peer feedback or comment was categorized into one of seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise and Criticism, Opinion, and Irrelevant. The plus (+) and minus (−) signs were used to categorize the quality of the feedback. The learning performance of the two groups of students was also analyzed. The main result showed that the lower-performing class (based on the average midterm scores) provided more substantial Criticism+ and Opinion-type comments than the higher-performing students. Contrary to expectation, no significant difference was found between the two classes on the final exam, suggesting that anonymity allowed lower-performing students to express themselves more effectively than higher-performing students, leading them to improve their learning outcomes

Anonymity · Categorization · Criticism · Mathematics education · Peer feedback · Peer Instruction · Praise · Computer Science · Evaluation of Teaching Practices · Innovative Teaching Methods · Psychology · Social Psychology · Student Assessment and Feedback

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Open DOIOpen Access