Challenges in addressing student difficulties with quantum measurement of two-state quantum systems using a multiple-choice question sequence in online and in-person classes

Research-validated multiple-choice questions comprise an easy-to-implement instructional tool that serves to scaffold student learning and formatively assess students’ knowledge. We present findings from the implementation, in consecutive years, of a research-validated multiple-choice question sequence [referred to in this study as a clicker question sequence (CQS)] on quantum measurement as it applies to two-state quantum systems. This study was conducted in an advanced undergraduate quantum mechanics course, in both online and in-person learning environments across three years. Student learning was assessed after traditional lecture-based instruction in relevant concepts, and their performance was compared with that on a similar assessment given after engaging with the CQS. We analyze, compare, and discuss the trends observed in the three implementations.

Figure 1

Bar charts representing the pretest and post-test scores for all classes, as reported in Table 2. Error bars represent standard error.

Figure 2

A bar chart showing the shifts in distributions for question 3 from the pretest to the post-test for each class. (A table is also provided).

Figure 3

A bar chart showing the shifts in distributions for all parts of question 4 from the pretest to the post-test for each class. (A table is also provided).