Exploring Gender Disparities in Online Peer Feedback System: An Analysis of Feedback Levels and Quality

Peer feedback plays a crucial role in education, especially in the context of online learning in the post-COVID-19 era. However, the relative quality of online peer feedback from male and female undergraduate students remains insufficiently understood. This research, conducted at the Computer Science College, King Khalid University, KSA, involved 24 male students and 32 female students. It applies Hattie and Timperley's Feedback model to investigate gender disparities in both the levels and quality of online peer feedback among undergraduate students. Additionally, this study explores the model's applicability in assessing students’ perceptions of usefulness at these levels. The research participants collectively contributed 120 reviews, with 56 authored by male students and 64 by female students. Our analysis examines feedback at four levels: self, task, process, and self-regulation. Notably, gender differences emerge in the last three levels, with female students demonstrating a preference for and providing higher-quality feedback compared to their male counterparts. The study also identifies correlations between task and process levels and student preferences. The findings of this research provide valuable insights for system designers and educators aiming to enhance online peer feedback practices. The study underscores the significance of adopting gender-sensitive pedagogical approaches.