Gender differences in students’ argumentative essay writing, peer review performance and uptake in online learning environments

This study adopted a pre-test–post-test design to explore gender differences in argumentative essay writing and peer review performance uptake within higher education context. To do this, as part of bigger project, 101 students were asked individually write an essay, engage activities revise their original based on the received reviews from peers. The findings showed that female perform better than male terms taking position topic. Gender also found performance, where females provided justifications for identified problems review, more constructive quality males. revealed although there was no difference overall uptake, resulted improvement arguments against revised essay. These suggest plays significant role writing, Recommendations future research along with how deal these educational practice online settings are findings.