Supporting Diverse Learners in STEM Education: The Impact of a Peer Assessment and Content Creation Activity
DOI:
https://doi.org/10.46328/ijemst.5499Keywords:
Active Learning, Student-Generated Questions, Peer Assessment, Diverse Learners, Collaborative LearningAbstract
Teaching complex subjects in STEM studies to academically heterogeneous students presents significant pedagogical challenges. This study evaluates the impact of an active learning intervention where students created and peer-assessed exam questions. Using a mixed-methods approach, it was compared an intervention group (n=74) against a control group (n=76) and was analyzed pre/post-test results and student feedback. The findings reveal a statistically significant and substantial improvement in academic performance. The intervention group not only demonstrated exceptional learning gains (Cohen's d = 1.10) but also significantly outperformed the control group on the final exam (Cohen's d = 1.15). Student feedback confirmed the activity's value for learning, despite being perceived as demanding. This student-led assessment strategy proves to be a highly effective pedagogical tool for enhancing comprehension and success in challenging STEM courses for diverse student populations.
References
Blanco, S. (2025). Supporting diverse learners in STEM Education: The impact of a peer assessment and content creation activity. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 13(6), 1568-1581. https://doi.org/10.46328/ijemst.5499
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