Examining the Effect of Peer-Assessment on Students' Motivation and Attitude toward Writing

Abstract

This study aimed to examine the effect of peer-assessment on students’ Writing motivation and attitude. This quasi-experiment in design focused on 1st year Banking and Finance Department students of Jimma University. Two sections (A and B) were selected randomly from four sections and assigned as comparison group and treatment group respectively. To collect data from the students, the study used questionnaire at the end of the intervention. The study analyzed the data using independent sample t-test. The result of the analysis showed that the students in the treatment group improved their writing motivation and writing attitude. This indicates that the use of peer-assessment showed a significant effect on the students’ writing motivation (t (58) = 4.535, p = 0.001, "Sig. (2-tailed)") and writing attitude (t (58) = 4.44, p < 0.05, "Sig. (2-tailed)”). Finally, the study recommends that integrating peer-assessment with teacher assessment is better than using teacher assessment alone.