Mixed Methods in the Classroom: Peer Assessment/Feedback Training in an Undergraduate Sports Medicine Course


This case study provides an account of a semester-long study in an undergraduate sports medicine class; the study was for my PhD dissertation. The aim was to determine whether a peer assessment/feedback training program was effective. I knew that previous research in my field and in education found little quantitative differences for a semester-long intervention. I decided to use qualitative methods, as well as quantitative methods, to see whether there was an effect. I also thought that it was important to incorporate the students' perspectives, because they may have found the training beneficial even if the quantitative data didn't show a difference. This case study details the research process, describes the implementation, and explores the benefits and difficulties with conducting mixed-methods research in an academic classroom.

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