Abstract
Research-validated multiple-choice questions comprise an easy-to-implement instructional tool for scaffolding student learning and providing formative assessment of students’ knowledge. We present findings from the implementation of a research-validated multiple-choice question sequence on the basics of two-state quantum systems, including inner products, outer products, translation between Dirac notation and matrix representation in a particular basis, and change of basis. This study was conducted in an advanced undergraduate quantum mechanics course, in both online and in-person learning environments, across three years. For each cohort, students had their learning assessed after traditional lecture-based instruction in relevant concepts before engaging with the multiple-choice question sequence. Their performance was evaluated again afterward with a similar assessment and compared to their earlier performance. We analyze, compare, and discuss the trends observed in the three implementations.
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