The Effect of Peer Feedback on Student Functioning in Problem-Based Learning Tutorials

• In Event: Does Feedback in Problem-Based Learning Enhance Student Learning?

Abstract

1. Objectives
In a prior study a relationship was found between the quality of students’ contributions to the tutorial group and achievement (Kamp et al., 2010). Peer feedback within the problem-based tutorial group might be used to improve the quality of student’s individual contributions (Dominick et al., 1997). Therefore, this study investigated whether formative peer feedback in a PBL tutorial group setting can improve a student’s contributions in the tutorial group and whether this differs between students with low, moderate or high quality contributions to the tutorial group.

2. Theoretical Framework
In the literature, both feedback directed at the outcome of task (outcome feedback) and feedback directed at processes needed to perform tasks (process feedback) are described as an important tools to promote learning and student performance (Hattie & Timperley, 2007). Research on effectiveness of process (peer) feedback (to individuals within groups), is scarce but has demonstrated positive effects on behavior of group members (Geister et al., 2006). However, these studies were not performed in a PBL setting.

3. Method
The effectiveness of the feedback was investigated with a mixed methods design. Data was gathered through: (1) pre and post measurements of the quality of individual contributions within the tutorial group as perceived by peers, (2) a short questionnaire, and (3) a focus group and interviews. All participant (90 students in higher education) received a short PBL training including giving feedback.

4. Data Sources and Materials
The quality of individual contributions to the tutorial group processes was measured with the Maastricht-Peer Activity Rating Scale (M-PARS) consisting of 14 items representing three types of contributions (constructive, collaborative and motivational) (Kamp et al., 2011). The intervention consisted of peer feedback based on the M-PARS scores halfway through an 8-week course. For the analysis, students were divided into three groups; students with low, moderate and high scores on the three types of contributions. The division was based on their pre-measurement M-PARS score. Students’ perceived effectiveness of peer feedback was evaluated with a six-item questionnaire and a focus group, probing the usefulness of the received feedback, the effectiveness of peer feedback and it’s impeding and promoting factors.

5. Results and Conclusions
A paired-samples t-test on the pre and post M-PARS scores resulted in a significant improvement for the students with a low initial score (M=3.36, SD=0.15; M=3.52, SD=0.33), t(23)=-2.29, p=0.031), showing that peer process feedback can slightly enhance their contributions within the tutorial group even within a short time span and a limited number of tutorial group meetings. Data of the evaluation questionnaire and focus group confirmed the quantitative results but also generated improvement points, such as personalized suggestions for improvement in addition to the feedback only indicating students’ strengths and weaknesses.

6. Scientific significance
These findings support the hypothesis that peer process feedback enhances individual behavior within tutorial group, but in order to investigate whether it also enhances student achievement further research is needed, e.g. by means of comparing an experimental and control group (Van Zundert et al., 2010).

Authors

• Henk Van Berkel, Maastricht University

• Henk G. Schmidt, Radboud University Nijmegen