Document Type : Original Article
Authors
1 Master's degree in Educational Technology, Faculty of Educational, Islamic Azad University, Urmia, Iran
2 Associate Professor of Educational Technology, Faculty of Psychology and Educational, Allameh Tabatabai University, Tehran, Iran
Abstract
The purpose of this study was to investigate the effect of peer assessment (PA) method on executive functions (EFs) and Students Engagement (SE) of fifth-grade elementary students in Piranshahr County in dictation. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population included all fifth grade male students of Piranshahr County in the academic year 1402-1403, of which 30 were selected as a sample through cluster sampling method and were randomly assigned to two experimental and control groups (15 people in each group). Data were collected using the SE Questionnaire by Veiga (2016) and the teacher form of the Behavior Rating Inventory of EFs by BRIEF (2000). Cronbach's alpha reliability coefficients for these questionnaires were 0.78 and 0.84, respectively. The results of the analysis of covariance (ANCOVA) showed that after using the PA method, there was a significant difference between the experimental and control groups in terms of SE (F = 815.52, p ≤ .05) and EFs (F = 159.9, p ≤ .05). The effect size for SE was 0.968, and for executive function, it was 0.856, indicating the effectiveness of the PA method. Based on the findings of this study, it can be concluded that PA should be incorporated as an effective and complementary strategy in teaching various subjects and skills, including spelling. By providing opportunities for reciprocal learning, this approach can contribute to the formation of a learning community within classrooms and create a foundation for lifelong learning.
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