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The Effects of Using Open Educational Resources on Minority Achievement in Undergraduate Mathematics
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Author(s): Josephine Dunbar Davis (Fort Valley State University, USA)and Samuel Bradley Cartwright (Fort Valley State University, USA)
Copyright: 2020
Pages: 22
Source title:
Open Educational Resources (OER) Pedagogy and Practices
Source Author(s)/Editor(s): Molly Y. Zhou (Dalton State College, USA)
DOI: 10.4018/978-1-7998-1200-5.ch002
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Abstract
Prominent in the public debate on college affordability is the rising cost of textbooks. Owing to limited finances or mounting college debt, many students fail to purchase required course textbooks. Among the perils students without textbooks face are delayed course enrollment, high failure or dropout rates, and extended time to graduation. At Fort Valley State University, an Historically Black University within the University System of Georgia, the mathematics faculty first observed increasing numbers of college algebra students without textbooks, then, similarly, with upper division students. As a cost-savings measure, the faculty redesigned eight courses using open educational resources (OER). This chapter highlights the four-year results of faculty and students' OER course experiences. OER students have better grades, lower failure rates, and better attendance records than those using traditional textbooks. The attitude of OER students towards mathematics also improved. A total cost savings of $197,780 was realized with an average, per student savings of $198.
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