Understanding the Impact of OER Courses in Relation to Student Socioeconomic Status and Employment

Abstract

The purpose of this study was to measure efficacy of Open Educational Resources (OER) on student academic achievement as well as student perceptions and use of OER, specifically among students of low socioeconomic status (SES). The authors of this study collected achievement and demographic data from students enrolled in 10 sections of an undergraduate course at a private, four-year not-for-profit institution in the Pacific Northwest. Students in earlier class sections of the course used non-OER materials (n=95), and those in later sections used materials developed from OER (n=111). An online survey including questions on socioeconomic status, perceived achievement and motivation, experience in the course, textbook-buying habits, and preferences in textbook formats was distributed to the participants in both the OER and non OER sections. Data were analyzed using a random effects model design. No significant difference in academic achievement between the OER and non-OER courses was found. Survey responses indicated that students perceived their motivation and achievement to be improved with OER. Additionally, students with self-reported low SES indicators perceived they worked significantly more than high SES students, and working more is slightly positively correlated to perceived impact of OER on achievement and motivation. The results from this study may inform further research on the impact of SES and employment on student perceptions and use of OER.