This study included 180 students in an undergraduate psychology class at a US university. The students were split into two groups, one receiving peer feedback and the other not. The attributes that were used included the gender of the student (male or female), their age (18 to 25 years), their ethnicity (White or Black, Hispanic or Latino, Asian, or Pacific Islander), and even what they majored in (psychology, non-psychology). The pre- and the post-test survey was given to all participants regarding their academic performance, before and after peer feedback.
Through this research design, the researchers hoped to gain a better understanding of how student performance changes when they are given constructive criticism from those around them – which could ultimately lead to improvements in teaching strategies used by instructors in order to ensure optimal learning outcomes for all students.