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The Impact of Open Textbooks on Secondary Science Learning Outcomes

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Title: The Impact of Open Textbooks on Secondary Science Learning Outcomes
Language: English
Authors: Robinson, T. Jar, Fischer, Lane, Wiley, David, Hilton, John, III
Source: Educational Researcher. Oct 2014 43(7):341-351.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Secondary School Students, Science Instruction, Earth Science, Chemistry, Physics, Open Source Technology, Textbooks, Statistical Analysis, Quasiexperimental Design, Probability, Multiple Regression Analysis, Comparative Analysis, Academic Achievement, Science Tests, Standardized Tests, Predictor Variables, Statistical Significance, Scores, Instructional Effectiveness, Effect Size, Secondary School Teachers, Demography, Teacher Role, Teacher Characteristics, Student Characteristics
Geographic Terms: Utah
DOI: 10.3102/0013189X14550275
ISSN: 0013-189X
Abstract: Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics. This study uses a quantitative quasi-experimental design with propensity score matched groups and multiple regression to examine whether student learning was influenced by the adoption of open textbooks instead of traditional publisher produced textbooks. Students who used open textbooks scored 0.65 points higher on end-of-year state standardized science tests than students using traditional textbooks when controlling for the effects of 10 student and teacher covariates. Further analysis revealed statistically significant positive gains for students using the open chemistry textbooks, with no significant difference in student scores for earth systems of physics courses. Although the effect size of the gains were relatively small, and not consistent across all textbooks, the finding that open textbooks can be as effective or even slightly more effective than their traditional counterparts has important considerations in terms of school district policy in a climate of finite educational funding.
Abstractor: As Provided
Number of References: 36
Entry Date: 2014
Accession Number: EJ1042753
Database: ERIC
FullText Text:
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  Data: The Impact of Open Textbooks on Secondary Science Learning Outcomes
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  Data: <searchLink fieldCode="SO" term="%22Educational+Researcher%22"><i>Educational Researcher</i></searchLink>. Oct 2014 43(7):341-351.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 11
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Earth+Science%22">Earth Science</searchLink><br /><searchLink fieldCode="DE" term="%22Chemistry%22">Chemistry</searchLink><br /><searchLink fieldCode="DE" term="%22Physics%22">Physics</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Source+Technology%22">Open Source Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Textbooks%22">Textbooks</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Quasiexperimental+Design%22">Quasiexperimental Design</searchLink><br /><searchLink fieldCode="DE" term="%22Probability%22">Probability</searchLink><br /><searchLink fieldCode="DE" term="%22Multiple+Regression+Analysis%22">Multiple Regression Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Tests%22">Science Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Significance%22">Statistical Significance</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Effect+Size%22">Effect Size</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Demography%22">Demography</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Role%22">Teacher Role</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Utah%22">Utah</searchLink>
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  Data: 10.3102/0013189X14550275
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  Data: 0013-189X
– Name: Abstract
  Label: Abstract
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  Data: Given the increasing costs associated with commercial textbooks and decreasing financial support of public schools, it is important to better understand the impacts of open educational resources on student outcomes. The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics. This study uses a quantitative quasi-experimental design with propensity score matched groups and multiple regression to examine whether student learning was influenced by the adoption of open textbooks instead of traditional publisher produced textbooks. Students who used open textbooks scored 0.65 points higher on end-of-year state standardized science tests than students using traditional textbooks when controlling for the effects of 10 student and teacher covariates. Further analysis revealed statistically significant positive gains for students using the open chemistry textbooks, with no significant difference in student scores for earth systems of physics courses. Although the effect size of the gains were relatively small, and not consistent across all textbooks, the finding that open textbooks can be as effective or even slightly more effective than their traditional counterparts has important considerations in terms of school district policy in a climate of finite educational funding.
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  Label: Abstractor
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  Data: 2014
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  Data: EJ1042753
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1042753
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        Value: 10.3102/0013189X14550275
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 341
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Science Instruction
        Type: general
      – SubjectFull: Earth Science
        Type: general
      – SubjectFull: Chemistry
        Type: general
      – SubjectFull: Physics
        Type: general
      – SubjectFull: Open Source Technology
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      – SubjectFull: Textbooks
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      – SubjectFull: Statistical Analysis
        Type: general
      – SubjectFull: Quasiexperimental Design
        Type: general
      – SubjectFull: Probability
        Type: general
      – SubjectFull: Multiple Regression Analysis
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Standardized Tests
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Statistical Significance
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      – SubjectFull: Scores
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      – SubjectFull: Instructional Effectiveness
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      – SubjectFull: Effect Size
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: Demography
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      – SubjectFull: Teacher Role
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Student Characteristics
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      – SubjectFull: Utah
        Type: general
    Titles:
      – TitleFull: The Impact of Open Textbooks on Secondary Science Learning Outcomes
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            NameFull: Wiley, David
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