Investigating Perceived Student Learning From Peer Review in Statistics Education

Peer review is not regularly used in statistics education despite previous studies demonstrating it enhancing student achievement. This paper expands this knowledge by exploring how peer review contributes to perceived student learning in statistics education and how educators can stimulate students’ learning through internal feedback. This study focused on two cohorts of statistics students with differing attributes. Students were surveyed post a peer review exercise. The post review questionnaire looked at the different stages of peer review and its impact on perceived student learning. Initial impressions indicate that the peer review activity contributed to student learning with comparing their work to a peers’ contributing most on average to their perceived learning.