Abstract
Introduction: Feedback, one of the essential components of learning-oriented assessment, has received a lot of attention recently. However, there is some controversy surrounding the importance and value of peer feedback. The current study was carried out to learn more about how online peer assessment and feedback impact academic motivation and learning outcomes in undergraduate students of anesthesiology.
Methods: This study had a pre- and post-test structure and was a semi-experimental intervention. The research population consisted of all undergraduate anesthesiology students at Ahvaz Jundishapur University of Medical Sciences. Each intervention group had twenty-six students, as did the control group. To assess the learning outcome, both a researcher-made and Harter’s academic motivation questionnaire were utilised. Participants received the internet link to the pre-test questionnaire and began the intervention ten days before the training workshop. Ten days after the intervention ended, the post-test was also administered online. The SPSS version 25 program was used for data analysis.
Results: Based on the results of the paired t-test, the average learning outcome in the pre-test compared to the post-test in the experimental group had a significant increase (P<0.001, d=0.94). Based on the results of the independent t-test, the post-test means of learning outcomes (P<0.002, d=0.66) and extrinsic motivation (P<0.045, d=0.62) of the experimental group had a significant increase compared to the control group.
Conclusion: These findings suggest that the implemented intervention, likely involving online peer assessment and feedback, has positively impacted both academic performance and extrinsic motivation among the participants.