Open Educational Resources in General Psychology: Benefits and Strong Student Acceptance

Abstract

Background

Open Educational Resources (OER) may have the potential to enhance student success, yet OER quality and effectiveness vary, and confounding variables have influenced research.

Objective

This study investigated the impact of OER on student performance, perceptions, and textbook usage in general psychology, while controlling for the instructor and student variability that has affected prior research.

Method

Two sections of general psychology used OER textbooks, while two sections used commercial textbooks (CT). Lecture content and exams were redesigned for the present study, drawing equally from both source materials. Students were assessed based on exam performance and surveyed about their perceptions and usage of textbooks.

Results

The OER and CT groups performed similarly. The OER did not negatively affect student performance; students had favorable views of the OER and reported no significant differences in usage.

Conclusion

Given small effect sizes in favor of OER, cost-savings for students, and favorable student perceptions of OER, this study encourages the use of OER.

Teaching Implications

There is growing evidence that OER can improve student success, especially for those who may not purchase course materials. Teachers of general psychology should consider adopting OER and assess how many students are not purchasing textbook materials.