After providing students with ample time to complete the peer feedback and questionnaire and being actively involved since early December, this included sending emails, discussing the project in class, and reminding them even after January that the peer feedback tool was still available. Today, Saturday, January 13th, I have decided to close the questionnaire, collect the data, and begin analysis.
It appears that only one student has engaged with the Peer Feedback Tool, contributing four responses in four different videos out of the six. Short positive answers. Not that constructive and with little detail. Maybe I would need to think about revising the Feedback Guide.
The questionnaire, which intended to capture the dynamics of feedback exchange in the class, gathered responses from just one out of potentially 5 students. This solitary response, while not broadly representative, offers individual data points into the individual student’s perceptions and experiences of the peer feedback process, both before and after the introduction of an anonymous feedback system.
(see the pdf with the data below)
The data analysis yields limited insights, as the results cannot be effectively triangulated, compared with other responses, or used to derive substantial qualitative and quantitative conclusions. However, the notable lack of responses and engagement in the intervention provides valuable information about the project itself.
Firstly, it’s necessary to reevaluate the intervention process. There may be issues with either the process itself or its timing.
Secondly, increasing the sample size seems like a viable strategy for improving results and engagement. Initially, with only five students, I anticipated complete engagement. However, working with a larger group might yield a lower engagement percentage, such as 20%, but the absolute number of responses would still be higher.
As a final reflection, while I finish my presentation and evaluate my results. I do believe that this first cycle gave me some valuable insights to restart the cycle again. This is what most AR projects are like, right? Learn from the mistakes, evaluate, redo.
On another final note, I see several opportunities in my job where AR could be applied. One particular project we aim to develop within the program, particularly for the two Bachelor of Arts degrees, involves sharing optional/elective units. I am considering approaching these modifications as an AR project. I am eager to see how this initiative unfolds.