Keywords

open educational resources (OER), postsecondary education, student academic outcomes, socioeconomic status, college affordability

Abstract

Increasing higher education costs are a concern for policymakers and the American public. In 2024-25, undergraduate students paid on average $1,290 for books and supplies (College Board, 2024). These costs have led policymakers and educators to advocate for the use of open educational resources (OER). OER are teaching and learning materials that are in the public domain or licensed under copyright allowing no cost access, reuse, repurpose, adaptation, and redistribution (UNESCO, 2019, p. 5). While research has demonstrated OER use significantly reduces costs for students, less is known about OER's impact on student academic outcomes. Despite significant research on these topics, findings are disparate with studies finding inconclusive impacts of OER implementation on course grades and drop fail withdrawal (DFW) rates. The purpose of this quasi-experimental study was to investigate the impact of OER use on academic outcomes for students enrolling in general education courses. Self-determination theory is the framework for investigating four research questions: (1) what is the influence of course material type and socioeconomic status on final course grades, (2) what is the influence of course material type on DFW rates, (3) what is the interaction between course material type and socioeconomic status on DFW rates, and (4) what is the relationship between course material type, student intrinsic motivation, and final course grade. Results indicated that OER use did not impact final course grade or DFW rates for students enrolled in general education courses, the impact of OER on final course grades and DFW rates did not differ based on socioeconomic status, and student intrinsic motivation was not a factor in students' final course grades. Based on study findings, recommendations for faculty and institutions on effective OER implementation and future research questions are proposed.

Completion Date

2026

Semester

Spring

Committee Chair

Cox, Thomas

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Department of Educational Leadership and Higher Education

Format

PDF

Document Type

Dissertation

Identifier

DP0053124

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