A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment

Abstract

Blended learning has been widely used in the field of education. Previous studies revealed that peer evaluation was an effective way to implement blended learning. Therefore, the aim of this study was to explore the effects of peer evaluation on learning achievements in blended learning environment. The meta-analysis was conducted by integrating the quantitative findings of 23 empirical study from 2008 to 2017. The results indicated that the peer evaluation activity had a medium effect on students’ learning achievements. Further, the present study analyzed the effect sizes of seven moderating variables. It was found that writing essays had the highest impacts on students’ learning achievements. The anonymous evaluation was more effective than non-anonymous evaluation. Providing training for peer raters and teacher involvement produced the higher effect size. In addition, the effect size did not differ among different kinds of software and school levels. Social science learning domain yielded the better effect size than other learning domains. Finally, the results and future work were also discussed in detail.