An Open versus Traditional Psychology Textbook: Student Performance, Perceptions, and Use

Abstract

In the current study we examined students' course performance, perceptions, and self-reported use of an open textbook compared to a traditional publisher's textbook in an introductory psychology course. Sixty students from two course sections used either an open textbook or a traditional textbook. To minimize the effect of confounding variables, each section was taught by the same instructor, at the same time of day, using identical in-class materials, syllabi, and sequencing, on alternating days of the week. Course performance was measured by analyzing exam scores and final course grades. A 22-item survey was utilized at the end of the term to measure students' textbook perceptions and use. Findings revealed no significant differences in student course performance or textbook use across the two sections. Participants in both groups perceived cost, weight, and convenience as the biggest advantages of an open textbook and perceived ease of reading, convenience, ability to highlight and take notes, ability to quickly find a topic, and ability to keep as a reference as the biggest advantages of a traditional textbook. Finally, when asked to select which type of textbook they preferred, students in each section selected the textbook they were using. The implications of these findings are discussed.