Asian Journal of Education and Social Studies

This study examined the influence of peer review on project completion among final year undergraduate students in the faculty of Education of the University of Bamenda, Cameroon. Specifically, it looked at how peer collaboration and peer feedback influences students’ project completion. The study adopted a cross-sectional descriptive research design, and used purposive sampling to select 108 final year undergraduate students from the Faculty of Education. A closed-ended questionnaire was used with an internal consistency of 0.81. Data was analyzed descriptively and inferentially and a simple linear regression was used to verify null hypotheses. Firstly, the study found that peer collaboration had the highest influence (R = 0.724), explaining 52.4% of project completion variance, with regression analyses confirming its significant predictive power (p < 0.05) while peer feedback showed a moderate positive correlation with project completion (R = 0.548), explaining 30% of the variance. These findings underscore the critical role of structured peer review particularly collaborative and feedback activities in enhancing project completion among final year undergraduate students. The study concluded that that peer review practices significantly contribute to project completion among undergraduate final year students in the faculty of Education of the University of Bamenda. Based on findings the study strongly recommended that project supervisors should encourage peer review practices among supervisees during research project writing specifically promoting feedback and collaborative practices. Students on their part should incorporate collaborative elements like joint brainstorming, sharing information links, and proofreading among themselves as they sail through the process of project writing.