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

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 or was categorized into one seven types: Praise+, Praise−, Criticism+, Criticism−, Combined Praise Criticism, Opinion, Irrelevant. The plus (+) minus (−) signs were categorize the quality feedback. learning performance students also analyzed. main result showed that (based average midterm scores) provided more substantial Criticism+ Opinion-type comments than students. Contrary expectation, no significant difference found between classes final exam, suggesting anonymity allowed express themselves effectively students, leading them improve their outcomes.