The impact of peer interaction on the responses to clicker questions in an upper-level quantum mechanics course

TL;DR

This study examines how peer interaction influences student responses to clicker questions in an upper-level quantum mechanics course, showing improved performance and evidence of co-constructed knowledge after peer discussion.

Contribution

It provides empirical evidence that peer interaction enhances understanding and correct responses in advanced physics courses, highlighting the role of peer discussion in learning.

Findings

Performance improved after peer discussion

Students who initially answered incorrectly could answer correctly after discussion

Class participation in clicker responses increased over the semester

Abstract

In this case study, we investigated the effectiveness of peer interaction on responses to in-class clicker questions in an upper-level quantum mechanics course. We analyzed student performance on clicker questions answered individually and then again after interaction with peers. We also analyzed student performance by topic. In general, the performance on the clicker questions improved after interaction with peers following individual clicker responses. We also find evidence of co-construction of knowledge in that students who did not answer the clicker questions individually were able to answer them correctly after discussion with peers. Finally, we discuss the trends in the percentage of students present in class who responded to the clicker questions in the allotted time as the semester progressed.