RELATIVE EFFECTIVENESS OF COLLABORATIVE AND ANONYMOUS PEER ASSESSMENT TECHNIQUES ON STUDENTS’ ACHIEVEMENT IN ECOLOGICAL CONCEPTS

Ozichi Okwukwe Benson; Maria Tsakeni; Stephen Chinedu Nwafor

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RELATIVE EFFECTIVENESS OF COLLABORATIVE AND ANONYMOUS PEER ASSESSMENT TECHNIQUES ON STUDENTS’ ACHIEVEMENT IN ECOLOGICAL CONCEPTS

Title	RELATIVE EFFECTIVENESS OF COLLABORATIVE AND ANONYMOUS PEER ASSESSMENT TECHNIQUES ON STUDENTS’ ACHIEVEMENT IN ECOLOGICAL CONCEPTS
Publication Type	Journal Article
Year of Publication	2025
Authors	Benson, OO, Tsakeni, M, Nwafor, SC
Journal	Journal of Baltic Science Education
Volume	24
Issue	6
Start Page	1049-1060
Pagination	continuous
Date Published	December/2025
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	achievement in ecological concepts, anonymous peer assessment, collaborative peer assessment, conventional assessment technique, experimental study
Abstract	In many developing countries where conventional assessment techniques remain prevalent in schools, limited research exists on the impact of various forms of peer assessment, particularly collaborative and anonymous techniques, on students’ achievement in demanding science subjects such as ecological concepts. This study examined the relative effectiveness of collaborative and anonymous peer assessment techniques on students’ achievement in ecological concepts, as well as the influence of gender on achievement outcomes. A quasi-experimental, pre-test–post-test, non-equivalent control group design was employed, involving 137 Biology students. Data were gathered using a pre-test and post-test achievement measure administered to all participants. The findings revealed that the collaborative peer assessment technique (CPAT) was significantly more effective in enhancing students’ achievement in ecological concepts than both the anonymous peer assessment technique (APAT) and the conventional assessment technique (CAT). The anonymous peer assessment technique also produced a statistically significant improvement in students’ achievement when compared with the CAT. Furthermore, no significant difference was observed between the achievement of male and female students when taught ecological concepts using either CPAT or APAT.
URL	https://journals.indexcopernicus.com/search/article?articleId=4713314
DOI	10.33225/jbse/25.24.1049
Refereed Designation	Refereed
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