Abstract:

This study investigated the effects of peer assessment (PA) on students' attitudes toward statistics in a course at the Community College of Qatar (CCQ). The research aimed to:
(a) measure students' attitudes toward statistics before and after implementing PA activities, and
(b) explore how PA influences these attitudes to inform the design of instructional strategies that enhance the teaching-learning process.

An experimental design was employed, featuring both experimental and control groups, to assess whether this innovative assessment approach leads to improved attitudes toward statistics. The Auzmendi scale—encompassing dimensions of utility, anxiety, confidence, enjoyment, and motivation—was utilized to evaluate students' attitudes. Participants' feedback indicated a strong appreciation for active engagement through PA, highlighting its role in deepening their understanding of statistical concepts. Overall, the PA intervention effectively enhanced students' emotional engagement with statistics, resulting in increased comfort, reduced anxiety, and a heightened interest in further study of the subject.

Keywords:

Peer Assessment, Feedback, Statistics Education, Social-Emotional Learning, Student Attitudes.