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How Does Peer Feedback Impact Academic Performance? An Empirical Investigation in an Undergraduate Business Context

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Title: How Does Peer Feedback Impact Academic Performance? An Empirical Investigation in an Undergraduate Business Context
Language: English
Authors: Sharon Lehane (ORCID 0000-0002-9802-4013), Tom O' Mahony (ORCID 0000-0002-0658-5797)
Source: European Journal of Higher Education. 2025 15(3):532-550.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Freshmen, Business Education, Peer Evaluation, Feedback (Response), Grades (Scholastic), Student Attitudes, Foreign Countries
Geographic Terms: Ireland
DOI: 10.1080/21568235.2024.2402361
ISSN: 2156-8235
2156-8243
Abstract: This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) whether the act of generating or receiving high-quality peer feedback had a significant impact on student performance (grades) and (2) participants' attitudes to peer feedback (pre and post-process). A mixed methods approach was adopted where the data gathered included draft and final assignment grades, content analysis and quality ratings of peer feedback and responses to student attitude and perception questionnaires. Results demonstrate that the quality of peer feedback generated has a statistically significant impact on students' final grades. While the feedback received is often seen as the main benefit derived from the peer feedback process, this study provides empirical evidence that students who generated high quality feedback, were able to self-evaluate and enhance their own work which resulted in improved performance. Together with positive attitudes, this finding suggests that there is more scope to support and encourage students' role as assessor in higher education. A limitation of the study is that it did not control for intrinsic motivation or innate academic ability.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481492
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
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IllustrationInfo
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  Data: How Does Peer Feedback Impact Academic Performance? An Empirical Investigation in an Undergraduate Business Context
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Sharon+Lehane%22">Sharon Lehane</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9802-4013">0000-0002-9802-4013</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tom+O'+Mahony%22">Tom O' Mahony</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0658-5797">0000-0002-0658-5797</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Higher+Education%22"><i>European Journal of Higher Education</i></searchLink>. 2025 15(3):532-550.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 19
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Business+Education%22">Business Education</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Evaluation%22">Peer Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Ireland%22">Ireland</searchLink>
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  Data: 10.1080/21568235.2024.2402361
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  Data: 2156-8235<br />2156-8243
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study explores the peer feedback process with first-year undergraduate business students at an Irish University. This research explicitly examines (1) whether the act of generating or receiving high-quality peer feedback had a significant impact on student performance (grades) and (2) participants' attitudes to peer feedback (pre and post-process). A mixed methods approach was adopted where the data gathered included draft and final assignment grades, content analysis and quality ratings of peer feedback and responses to student attitude and perception questionnaires. Results demonstrate that the quality of peer feedback generated has a statistically significant impact on students' final grades. While the feedback received is often seen as the main benefit derived from the peer feedback process, this study provides empirical evidence that students who generated high quality feedback, were able to self-evaluate and enhance their own work which resulted in improved performance. Together with positive attitudes, this finding suggests that there is more scope to support and encourage students' role as assessor in higher education. A limitation of the study is that it did not control for intrinsic motivation or innate academic ability.
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        Value: 10.1080/21568235.2024.2402361
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      – Text: English
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        StartPage: 532
    Subjects:
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Business Education
        Type: general
      – SubjectFull: Peer Evaluation
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Ireland
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      – TitleFull: How Does Peer Feedback Impact Academic Performance? An Empirical Investigation in an Undergraduate Business Context
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