EVALUATING THE EFFECTIVENESS OF PEER FEEDBACK IN IMPROVING STUDENTS’ PHYSICS LAB REPORT WRITING
DOI:
https://doi.org/10.35631/IJMOE.830040Keywords:
Formative Assessment, Peer Feedback, Physics Laboratory Report, Reflective Learning, Scientific Writing, Secondary Science EducationAbstract
Peer feedback as a pedagogical tool to improve students' lab reports was explored in this study. The intervention also sought to encourage critical thinking and increase the activity of students learning. The study involved 130 students in Form Four level of a secondary school in Selangor, Malaysia, which comprised four intact classes. Pre-test and post-test laboratory report assessment and students perception and problem questionnaire were used to collect the data. The quantitative data collected were then analyzed using SPSS Version 28. Students’ mean laboratory report scores increased from 8.72 (SD = 1.72) to 12.33 (SD = 2.11), with the improvement found to be statistically significant, t(129) = −23.94, p < .001. Most students responded positively to the peer-feedback activities and reported that reviewing comments from classmates helped them identify weaknesses and improve their writing. Although a small number initially felt uncertain about evaluating their peers’ work, few challenges were reported overall. The findings suggest that peer feedback can be effectively integrated into physics laboratory learning to enhance scientific writing, reflection, and student engagement.
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