Sociology

The study is important in examining the sociological learning processes, as it will demonstrate that the students academic comprehension can be enhanced through incorporating sociological learning approaches into their studies. If it can be demonstrated that sociologically oriented learning facilitates the students academic performance in the classroom, then it can be shown that the peer feedback learning may have an advantage over the traditional instructor-centered learning with respect to skills and the academic performance of the learners.

The educational processes have evolved over time to incorporate the sociological learning techniques, such as peer feedback in schools and institutions of higher education. Learners receive feedback at the beginning of a course after which the process of feedback decreases during the progress of the course (Graham et al., 2001). Indeed, the feedback component in the instructor-learner communication processes guides learners to what they should or should not do during their education course and without it learners would be frustrated. In the field of sociology, the effects of the lack of feedback on learners are substantial and can be devastating to learners. This fact leads to the belief that there would be major benefits to solving this problem. Ertmer et al. (2007) stated that using peer feedback can reduce the instructors workload and learners will indeed receive the needed feedback that helps them in the progress of their learning. Researchers stated that with peer feedback learners can develop their cognitive skills and at the same time become more independent (McConnell, 2002 Liu, 2001). Furthermore, learners would have different resources of feedback that provide more benefits to their learning and can be used in addition to the instructors feedback (Miao, 2006).

In his study on implementing peer feedback, Robin (2006) found out that both instructors and learners benefit from this process. Learners used the peer feedback to improve their projects and instructors had multiple feedback resources that could give more depth to the process of feedback. Since this study is open to the fact that learners are struggling to receive high quality and immediate feedback from their instructors, the goal will be to provide learners with another way to help them get the needed feedback that assesses their learning and examines its impact and value from learners perception. The impact of instructional strategies on the academic achievements of learners forms the basis of emphasis on the significance of the research study and its relevance to problems experienced within the education system.

Purpose of the Study
The purpose of the proposed study is to examine the effectiveness of peer feedback and learners perception of giving and receiving peer feedback for graduate learners in institutions of higher education.

Research Question
The following questions will be used to guide this study
Is peer feedback an effective sociological learning strategy for graduate learners in providing them with high quality and immediate feedback

Why is peer feedback process considered to be of sociological value to learners
Why are there significant differences in the learners perceptions on the effectiveness of peer feedback as compared to their perceptions on the effectiveness of instructor-centered curriculum

Problem Statement
The problem addressed in the proposed study is that learners are struggling to receive feedback from their instructors and trying to find another approach to get immediate feedback. Several reasons contribute to this problem, whether the limited time, the number of learners in each class or the instructors busy schedule. Reluctance to implement problem-based learning in the classroom deprives learners of access to an effective teaching strategy that would not only benefit them in their immediate academic performance, but also provide them with the opportunity to master information feedback skills that would be essential to their success in the professional forum .There is no doubt that the use of peer feedback as an instructional strategy greatly impacts the learning and achievement of learners positively. However, learners are struggling to receive feedback from their instructors which in turn influence their learning.

Indeed, some learners may be too shy to speak up, a situation that prevents them from receiving or even offering feedback. Learners are seeking constructive, timely, and high quality feedback and this cannot be done unless the instructors sacrifice other important responsibilities. This reduces the process of feedback and affect learners progress (Robin, 2006). Other factors such as the number of learners in each course not only reduce the process of giving feedback but makes instructors reduce the number of assignments further limiting feedback (Miao, 2006). The extent of this problem goes beyond traditional classes to online learning.

Literature Review
The inquiry into the pedagogical theory suggests that all persons have unique sociological traits that they apply for the acquisition and processing of material (Allen, 2004 Schlemmer  Bratsch, 2007). However, the prevalence of instructor-centered curriculums in schools makes the assumptions set by the pedagogical theory unrealistic. Instructor-centered learning refers to learning that is directed by the instructor, with the instructor as the focus of the classroom. Consequently, instructor-centered curriculum propagates arbitrary determination of lesson plans and learning materials on strict guidelines outlined in school syllabuses without adopting learning improvement strategies that support learner satisfaction in terms of understanding and adopting new concepts (Driscoll, 2005).Thus, instructors effectively employ a theoretical model, whereby learners are simply guided through the recommended formulas and concepts for solving educational problems, with little regard to the final outcome of a teaching session. Such a theoretical model is ineffective because it lacks the flexibility of taking into account the input of learners in the collection, synthesis, and analysis of data and information from multiple sources. Driscoll (2005) was emphatic that theoretical teaching model undermines interaction among learners in the one hand and interaction between instructors and learners on the other, in solving educational problems in class (p.391). The research therefore focuses on the need for instructors to develop collaborative strategies with learners to bolster conceptual understanding through varied viewpoints and approaches to solving educational problems.

An examination of the previous research and literature review was conducted to see if another approach is available to learners when they are seeking immediate feedback. Researchers had addressed this problem in several studies. Meyer (2003) stated that limited time makes learners compete to demonstrate knowledge to their instructor to get their share of air time which does not give them time for reflective feedback or deeper discussion. Hew and Cheung (2003) discussed that time has a major role in the limited feedback because the instructor is controlling most of the class time. Additionally, learners personalities play a role in limited feedback because their reactions may either enhance or slow down learning.

The relevant theoretical concepts addressed by the research problem include Garners theories of multiple intelligence the principles of behaviorist, cognitivist, and constructivist learning, problem-based learning and an assessment of information technologies and problem-based learning (Allen, 2004). The literature review incorporates information from academic publications and peer-reviewed journals. The topics that are addressed in the study include an overview of the current educational environment found within public schools and how instructional strategy functions within this environment. Barells (2006) Problem-based Learning An Inquiry Approach presents a good starting point for familiarizing with the basics of problem-based approaches to learning such as peer feedback instructional strategies. Barell (2006) noted that problem-based learning resolves questions, curiosities, doubts, and uncertainties about complex phenomena and that it is especially relevant for schools as it helps give learners a more comprehensive learning experience (p. 3). Similarly, Allens (2004) Tools for Teaching Content Literacy introduces several important arguments concerning how learners learn and why a one size fits all instructional strategy is inappropriate for schools and institutions of higher learning (p. 5). Allen (2004) noted that different people have different approaches towards information gathering and information acquisition and those learners who do not respond well to instructor-directed instructional strategy have traditionally suffered in terms of academic performance in schools. The acquisition and comprehension of information can be enhanced through initiating feedback mechanisms into the preferred instructional strategy. Indeed, many educational institutions are seeking to improve learner performance through investing in alternative instructional strategies (Allen, 2004). In online leaning and distance education programs, for example, peer feedback strategies have helped learners to develop improved mastery of conceptual relationships and provide practical setting through which learners get to develop comprehensive understanding of the materials that are introduced to them via traditional instructor-directed instructional strategies (Barell, 2006). The literature review confirms that learners respond positively to peer feedback learning strategies, with particular emphasis to interactive instructional strategies.

Findings
Based upon the present research we can draw a conclusion that learners are seeking another approach to get a constructive feedback, and studies have shown that peer feedback is a good instructional strategy that helps both learners and instructors (Ertmer et al., 2007). Instructional strategy is a fundamental component of curriculum development and planning in educational programs. Instructional strategy refers to the approach taken by the educator to impart or communicate information to the learners.

Some types of instructional strategies appear to be well-suited to the curriculum and methods that are used within public schools, especially instructor-directed or instructor-centered learning. In public education, instructor-directed learning refers to the instructor-to-learner relationship that is established within the classroom in which the instructor states information through lectures or lesson plans and learners acquires this information in the same form as it was initially imparted by the instructor. While instructor-directed learning is widely used in educational institutions as the dominant instructional strategy, the reasons for its use are found rather in its feasibility than in its effectiveness (Schlemmer et al., 2007).

The unavailability of adequate resources in institutions of higher learning in particular imposes limitations on the type of teaching strategies that can be applied (Allen, 2004).  Moreover, the prevalence of instructor-directed learning ensures that the instructors themselves receive instruction in this particular type of instructional strategy and that they are prepared to use it in the schools. It is necessary to demonstrate that peer feedback processes have the potential of improving the overall educational experience of graduate learners and that its applications are not limited to the classroom setting. The study will therefore enhance the understanding that peer feedback is a sociologically  oriented learning strategy that enriches learners classroom experiences and improves their comprehension of the subject matter.  

Discussion
The research methodology applied a descriptive research involving observations, surveys and interviews, statistical data collection and sampling without attempts to affect the normal prevailing behavior. The research applied random sampling because the research will be based on a representative sample of a large population  learners and instructors in higher education institutions. Quantitative analyses of peer feedback data was needed for testing the hypothesis and determining the coefficients representing the relative significance of peer feedback instructional strategies.

Research Design
The study used the descriptive survey research design since it seeks to explain a given or particular solution. According to Gall  Borg (2005) the descriptive survey research involves describing, recording, analyzing and interpreting conditions that exist. Further, it involves some type of contrast or comparison and attempts to discover relationships between existing non manipulated variables. The proposed study was conducted in institutions of higher learning as well as in learner online communities educational portals.
 
Target Population
The target population was learners from 11 institutions of higher education and participants in online communities. Out of the 11 targeted institutions, seven were physical institutions of higher learning while four were learner online communities.

Sampling Techniques
The number of institutions of higher education and learners online communities was very high. To be able to get a sample that would be representative, proportion stratified sampling procedure was employed to seven physical institutions of higher learning while four learner online communities. The reason for choosing this method was to guarantee proportional representation of learners from the two sub-groups.

Sample Size
Out of the total target population of 3,100 learners, 310 learners from 11 institutions of higher education and learner online communities were used in the sample. This represented 10 of the target population. According to Gall  Borg (2005) the minimum acceptable sample for a survey is 10. Out of the 310 learners sampled, only 10 was used in the observation sample. Only those who confirmed positive perceptions to peer feedback processes were observed.

Research Instruments
The study will employ two instruments (1) questionnaires and interviews for learners and (2) an observation schedule. Gall  Borg (2005) described a questionnaire as an inquiry tool used to collect factual information. It is a data collecting instrument in which respondents answer a statement in writing. The learner questionnaires as highlighted in appendix 1 will capture the following the learners awareness and responsiveness to peer feedback and learning instruments and material aids preferred by learners. Permission will be sought from the Department of Education to carry out the research. The questionnaires will be self administered through emails by the researcher to the 310 respondents. The instructions will be that the respondent completes the questionnaire within five days and then emails back the completed questionnaire to the researcher.

Observation Schedule
An observation schedule was developed to obtain information on the learners perception on peer feedback as a sociological approach to learning in institutions of higher learning. The researcher was able to observe the major components of the learners perceptions through daily reporting data sheets for a period of 14 days. The assessment of learner perceptions to peer feedback did take into account the subject specific requirements of different learners undertaking different courses. Purposive sampling technique was applied to select 31 learners demonstrating positive perceptions towards peer feedback processes.

Pilot Study
Gall  Borg (2005) define the pilot study as a study conducted prior to the major research study for the purpose of gaining additional information by which the main study can be improved. The research instrument was piloted in one institution of higher learning which will be purposively selected due to cost and time factor. This institution did not from part of the main study. Necessary revisions and modifications were appropriately considered.

Variables
Peer feedback represents the independent variable. The term peer feedback refers to the response that a learners writing, assignment, or inquiry may generate from other learners. Driscoll (2005) defines a peer as a colleague with whom one shares the professional or status platform. Feedback on the other hand refers to response generated by a presentation, inquiry or suggestion (Driscoll, 2005). Peer feedback is generated through sharing assignments or posting inquiries and comments in online communities. Peer feedback is different from instructor-feedback in that the later relies on one channel link between the instructor and the learner while the former is based on multiple response channels among a group of learners.

Learner perception represents the dependent variable. With regards to this research, perception refers to the interpretation and organization of sensation in the production of meaningful experiences in the epistemological environment (Driscoll, 2005). To this end, perception serves as the stimulation and organizing tool for inquiries into the field of knowledge.

Validity and Reliability
According to Gall  Borg (2005), validity is the degree by which the sample of test items measures the content designed to be measured. The instruments were evaluated for their content validity. The questionnaire contents were read and examined to evaluate the clarity items. Gall  Borg (2005) argue that content validity is a matter of judgment by professionals. The researcher established validity by seeking expert judgment from the supervisors while developing and revising research instruments. According to Gall  Borg (2005) the reliability is the degree to which a test consistently measures whatever it measures. The more reliable a test is, the more confidence one can have that the scores obtained from the administration of the administration of the test is administered. The test technique was used to asses the reliability of the instruments.

Limitations
The general applicability of the research findings was the main threat to the external validity of the research project because of the existence of wide ranging differences in instructional strategies in different institutions of higher education The internal validity was threatened by the accuracy of the research results. Therefore, a standard margin error of 0.05 was be applied because the research is based on the assumptions that the population is infinitely large and the application of simple random sampling techniques was required to minimized errors and maintain high reliability levels of the research. In addition, the short duration of this study is considered to been the second major limitation. Replication of this study with variations of individuals, settings and with longer period can increase the external validity of this study (Gall et al., 2005). The researcher sought to overcome this limitation through the use of observation schedule as a complimentary to surveys and interviews as well as incorporate extensive research from existing publications. The third limitations in the context of this research were factors which prevented persons from participating or responding accurately to the survey questions. For example, participants may have found the survey questions to have been too personal and therefore declined to participate. The researcher overcame this limitation by requesting the respondents not to write their names on the questionnaire and assuring them of their privacy.

Conclusion
The sociological learning is a concept that holds very important value in the societal fabric. The passing down of knowledge from one generation to another and subsequent sharing of inventions and discoveries over the years is what has shaped the world into what it is today. However, the considerable question is who has been responsible for the transfer of important aspects of knowledge How has the society been able to hold together and pass down knowledge across so many generations Both classical and contemporary theories indicate that both formal and informal teaching has played significant role in knowledge transmission for many years. Research shows that teaching philosophical tradition has increasingly been supplemented by the development of modern educational theories that form the basis for sociological learning behaviors and processes. Notably though, students methods of learning differ dramatically, and these different methods are determined by the students individual backgrounds and educational history.