- 1 Suleiman Balarabe* And 2 Muhammad Lawal Abubakar
- 1, 2 Department of English Federal University of Education Zaria
The paper examined the Online
Peer Feedback Systems: Students’ Attitude and Perceptions of Collaborative
Learning in English Writing. The study pursued four objectives, posed four research
questions, and tested four hypotheses. The parent population for this study
comprised all 188 NCE II (2024/2025) part-time students enrolled in an English
writing class who have used online peer feedback system for at least a
semester. The sample size for this study was 155 students present on the day of
data collection and have had experience on Online Peer Feedback System. The
questionnaire was used as research instrument for gathering data for the study.
All the 155 copies of the questionnaire were filled and returned. In order to
establish the reliability of the instrument, test-re-test method was employed
using 30 respondents from FCE Kano, which yielded reliability co-efficient of
0.80. The data collected were set on a Likert four-point rating scale thus:
Strongly Agree (SA) – 4, Agree (A) – 3, Disagree (D) – 2, and Strongly Disagree
(SD) – 1. To analyse the data collected, statistical Package for Social Science
version 27 was used. decided that a mean score of 2.50 and above belongs to
Agreed, while a mean score below 2.50 belongs to Disagreed. Findings showed a
significant positive perception among students regarding the usefulness and
effectiveness of online peer feedback systems in improving English writing
skills of NCE students with a mean difference of 3.18, t-value of 8.45 and p
(0.001). Students also exhibited a significantly positive attitude towards
collaboration and peer engagement through online peer feedback platforms with a
mean difference of 3.12, t-value of 7.56 and p (0.001). The students perceived
peer-generated feedback received online as accurate or trustworthy for
enhancing their writing performance with mean difference of 2.86, t value of
6.64 and a p (0.001).Students face significant challenges while participating
in online peer feedback activities with mean difference of 2.82, t value of
7.36 and a p (0.001). Key recommendations were made, suchas inclusion of online
peer review in the writing of course Curriculum.
