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Effectiveness of Guided Group Work in Graduate Level Quantum Mechanics

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Title: Effectiveness of Guided Group Work in Graduate Level Quantum Mechanics
Language: English
Authors: Porter, C. D. (ORCID 0000-0002-9104-2390), Heckler, A. F. (ORCID 0000-0001-5494-7855)
Source: Physical Review Physics Education Research. Jul-Dec 2020 16(2).
Availability: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Peer Reviewed: Y
Page Count: 12
Publication Date: 2020
Sponsoring Agency: National Science Foundation (NSF), Division of Materials Research (DMR)
Contract Number: 1735027
DMR1420451
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Graduate Students, Quantum Mechanics, Science Instruction, Group Instruction, Program Effectiveness, Interaction, Teaching Methods, College Science, Science Achievement
DOI: 10.1103/PhysRevPhysEducRes.16.020127
ISSN: 2469-9896
Abstract: We investigate the effects of guided group work sessions on graduate student performance on a quantum mechanics assessment. Data from a single large Midwestern university were taken over a five-year period, during which guided group work sessions were offered to accompany the graduate-level quantum mechanics course. Students were pre- and post-tested using a set of mostly conceptual items that we call the graduate quantum mechanics assessment. The reliability and validity of this assessment are addressed. A mixed linear model is used to analyze the dependence of post-test scores on factors such as group work attendance, pretest scores, GRE Physics scores, and others. We find a statistically significant effect of group work attendance on post-pre gains, specifically that attendance of one 60-min group work session improves performance on a related post-test item by 6.4%, administered 2-10 weeks after the session. We discuss the lack of a randomized control group and address possible confounding effects such as student self-selection, and attitudinal and motivational factors. Overall, the results of this study indicate that guided group work sessions at the graduate level can be feasible and effective. We note preliminary observations of differences in group interactions and classroom logistics compared to group work at the undergraduate level.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1274856
Database: ERIC
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  Data: Effectiveness of Guided Group Work in Graduate Level Quantum Mechanics
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  Data: <searchLink fieldCode="AR" term="%22Porter%2C+C%2E+D%2E%22">Porter, C. D.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9104-2390">0000-0002-9104-2390</externalLink>)<br /><searchLink fieldCode="AR" term="%22Heckler%2C+A%2E+F%2E%22">Heckler, A. F.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5494-7855">0000-0001-5494-7855</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Physical+Review+Physics+Education+Research%22"><i>Physical Review Physics Education Research</i></searchLink>. Jul-Dec 2020 16(2).
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  Data: American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
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  Data: National Science Foundation (NSF), Division of Materials Research (DMR)
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  Data: 10.1103/PhysRevPhysEducRes.16.020127
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  Data: 2469-9896
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  Data: We investigate the effects of guided group work sessions on graduate student performance on a quantum mechanics assessment. Data from a single large Midwestern university were taken over a five-year period, during which guided group work sessions were offered to accompany the graduate-level quantum mechanics course. Students were pre- and post-tested using a set of mostly conceptual items that we call the graduate quantum mechanics assessment. The reliability and validity of this assessment are addressed. A mixed linear model is used to analyze the dependence of post-test scores on factors such as group work attendance, pretest scores, GRE Physics scores, and others. We find a statistically significant effect of group work attendance on post-pre gains, specifically that attendance of one 60-min group work session improves performance on a related post-test item by 6.4%, administered 2-10 weeks after the session. We discuss the lack of a randomized control group and address possible confounding effects such as student self-selection, and attitudinal and motivational factors. Overall, the results of this study indicate that guided group work sessions at the graduate level can be feasible and effective. We note preliminary observations of differences in group interactions and classroom logistics compared to group work at the undergraduate level.
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