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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

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Midterm peer feedback in problem-based learning groups: the effect on individual contributions and achievement.

Rachelle J A Kamp¹, Henk J M van Berkel, Herman E Popeijus

¹Department of Educational Development and Research, Maastricht University, P.O. Box 616, 6200 MD, Maastricht, The Netherlands, R.Kamp@maastrichtuniversity.nl.

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Summary

Peer feedback with reflection and goal setting did not improve student contributions in collaborative learning. However, it did enhance academic achievement for males in specific conditions.

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Area of Science:

Educational Psychology
Collaborative Learning

Background:

Peer feedback is common in collaborative learning but optimal facilitation conditions require investigation.
Understanding how reflection and goal setting impact peer feedback effectiveness is crucial.

Purpose of the Study:

To investigate the effects of individual versus shared reflection and goal setting on student contributions and academic achievement.
To examine the influence of prior knowledge on peer feedback effectiveness.

Main Methods:

A pretest-intervention-posttest study with 242 first-year students across three conditions: individual reflection/goal setting, combined individual/shared reflection/goal setting, and a control group.
Assessed individual contributions to group work and academic achievement.

Main Results:

No significant improvement in the quality of individual contributions to the group was observed across conditions.
Males in the intervention groups showed improved academic achievement compared to the control group.
Both individual and combined reflection/goal setting methods proved equally effective for academic achievement.

Conclusions:

Peer feedback combined with reflection and goal setting did not enhance individual contributions in this study, possibly due to limited opportunities for improvement.
Further research is needed to explore the impact of increased interaction frequency and the quality of reflection/goal setting.