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.

中文翻译：

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指导小组工作在研究生水平量子力学中的有效性

我们研究了量子力学评估中指导小组工作对研究生成绩的影响。来自一所大型中西部大学的数据是在五年的时间内获取的，在此期间，提供了小组指导课程，以配合研究生水平的量子力学课程。对学生进行了预测试和后测试，使用了一系列我们称之为研究生量子力学评估的概念性项目。评估的可靠性和有效性。混合线性模型用于分析测试后分数对因素的依赖性，例如小组工作出勤率，测试前分数，GRE物理分数等。我们发现小组工作出勤率对事前收益有统计学意义的影响，特别是，参加一次60分钟的小组工作会议，可以在会议后2-10周内将相关的测试后项目的表现提高6.4％。我们讨论了缺乏随机对照组的问题，并探讨了可能的混淆效应，例如学生的自我选择，态度和动机因素。总体而言，这项研究的结果表明，在研究生级别进行小组指导工作是可行和有效的。我们注意到，与本科阶段的小组工作相比，小组互动和课堂后勤工作存在差异的初步观察。这项研究的结果表明，在研究生级别进行小组指导是可行和有效的。我们注意到，与本科阶段的小组工作相比，小组互动和课堂后勤工作存在差异的初步观察。这项研究的结果表明，在研究生级别进行小组指导是可行和有效的。我们注意到，与本科阶段的小组工作相比，小组互动和课堂后勤工作存在差异的初步观察。