The impact of virtual peer review sessions on students' writing skills in Gusau Central LGA, Zamfara State
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- NGN 5000
Background of the study
Virtual peer review sessions have gained prominence as an innovative approach to enhancing students’ writing skills, particularly in contexts where traditional feedback mechanisms are limited. In Gusau Central LGA, Zamfara State, educational institutions are increasingly adopting virtual peer review sessions to supplement classroom instruction. These sessions involve students providing feedback on each other’s written work in an online environment, which encourages critical analysis, reflection, and the development of writing proficiency (Okafor, 2023). The integration of technology in the peer review process allows for immediate and iterative feedback, enabling students to refine their writing skills over multiple drafts. Studies have shown that virtual peer review not only enhances the technical aspects of writing but also fosters collaborative learning and critical thinking (Adeleke, 2023). In Gusau Central LGA, where resources for traditional writing centers may be scarce, virtual peer review sessions offer an accessible alternative that promotes student autonomy and self-regulation. These digital interactions provide a platform for learners to engage with diverse perspectives and develop a nuanced understanding of effective writing practices. Moreover, the asynchronous nature of virtual peer review allows students to reflect on feedback at their own pace, thereby enhancing comprehension and retention of writing conventions (Eze, 2024). The background of this study is informed by the increasing emphasis on writing proficiency as a critical academic skill in higher education and the growing adoption of digital tools to support this development. However, the effectiveness of virtual peer review sessions may be affected by factors such as the quality of feedback, students’ digital literacy, and the level of engagement among participants. In this context, the study will explore how virtual peer review sessions impact students’ writing skills, with a focus on identifying best practices and areas for improvement in the digital feedback process (Balogun, 2024). Through a comprehensive evaluation of virtual peer review practices, the research aims to contribute to the broader discourse on enhancing academic writing through innovative digital methodologies (Ibrahim, 2023).
Statement of the problem
Despite the promising benefits of virtual peer review sessions, several challenges hinder their effectiveness in enhancing students’ writing skills in Gusau Central LGA. A primary problem is the inconsistency in the quality of feedback provided by peers, which may lead to confusion and inadequate revisions. Some students, due to limited experience or lack of training, may offer feedback that is either overly critical or insufficiently detailed, thereby compromising the intended learning outcomes (Okafor, 2023). Additionally, technical issues such as unreliable internet connectivity and inadequate digital platforms can disrupt the peer review process, reducing its overall efficacy (Adeleke, 2023). There is also evidence that suggests a reluctance among students to engage fully in the process due to fear of judgment or negative evaluation by peers, which further limits the potential benefits of virtual feedback sessions (Eze, 2024). Moreover, the absence of structured guidelines for providing constructive criticism often results in subjective feedback that does not adequately address key areas for improvement in writing. These challenges are compounded by the limited exposure of some students to digital communication platforms, resulting in varied levels of digital literacy that can affect participation and the quality of interactions. The study aims to address these issues by examining the current practices of virtual peer review in Gusau Central LGA, identifying the factors that compromise the process, and proposing strategies to enhance the quality and effectiveness of peer feedback. By tackling these challenges, the research seeks to create a more structured and supportive environment for improving students’ writing skills through virtual peer review (Balogun, 2024).
Objectives of the study
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To assess the impact of virtual peer review sessions on students’ writing skills.
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To identify challenges associated with the quality and consistency of peer feedback.
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To recommend strategies for improving the virtual peer review process in writing education.
Research questions
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How do virtual peer review sessions affect students’ writing skills in Gusau Central LGA?
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What challenges hinder the effectiveness of virtual peer feedback?
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What strategies can improve the quality of virtual peer review sessions?
Research Hypotheses
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Virtual peer review sessions significantly enhance students’ writing skills.
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Structured feedback guidelines improve the quality of peer reviews.
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Increased digital literacy correlates with more effective peer review outcomes.
Significance of the study
This study is significant as it investigates the impact of virtual peer review sessions on the development of students’ writing skills in Gusau Central LGA. The findings will offer insights into optimizing digital feedback methods, thereby enhancing academic writing and overall educational quality (Ibrahim, 2023).
Scope and limitations of the study
This study is limited to examining the impact of virtual peer review sessions on students’ writing skills within selected educational institutions in Gusau Central LGA. It does not extend to other forms of peer evaluation or offline writing support programs.
Definitions of terms
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Virtual Peer Review: The process where students evaluate each other’s written work via digital platforms.
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Writing Skills: The ability to effectively communicate ideas through written language.
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Feedback Quality: The degree to which feedback is constructive, clear, and helpful for improvement.
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