Assessment of peer presentations as an instructional tool in an introductory fashion course

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2018-01-01
Authors
Jablon-Roberts, Sara
McCrohan, Diane
Sadachar, Amrut
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Abstract

The purpose of this study is to determine if student knowledge of influential fashion designers increased in response to peer presentations and if students valued this method of learning. In an introductory fashion course, pairs of students developed and delivered a short oral and visual presentation about an assigned designer. Pre- and posttests asked about familiarity with these designers. Through paired sample t-test, there is strong evidence (t = 15.04, p = .000) that peer presentations improved student recognition of designers and their contributions. These results were supported by the qualitative data. Before presentations, students reported not knowing many of the designers. After presentations, students noted that they could now see the influence of these designers on current trends. Overwhelmingly, students appreciated peer presentations, calling them fun and really interesting. Based on data analysis, peer presentations were thus considered an effective pedagogical technique in teaching fashion-related content.

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