Implementation of Peer Reporting Interventions for Junior High School Students: Effects of Immediate Feedback Using Google Forms on the Number of Positive Peer Reports

Abstract

Study objective: The present study examined the effects of peer reporting interventions (PRI) facilitated through Google Forms on the reporting of desirable behavior by junior high school students. Design: ABAB design. Setting: A junior high school. Participants: One class of 35 ninth-graders (third year in junior high school). Independent variables: The following variables were manipulated in response to reports of desirable behavior submitted via Google Forms: (a) automated feedback using the Google Forms auto-reply function, (b) verbal feedback from the classroom teacher, (c) visual feedback via a cumulative graph, and (d) posting four-leaf clovers crafted from drawing paper. Measure: The number of inputs to Google Forms about desirable behavior by classmates. Results: The number of inputs for the class as a whole increased during the intervention phase compared to the baseline phase. The number of individual students’ inputs also increased from the baseline phase to the intervention phase for approximately 70% of the class. Conclusion: The findings suggest that digital tools such as Google Forms can enhance the implementation of peer reporting interventions by providing immediate and automated feedback.