Abstract
Students suffer from achievement gaps in higher education. Achievement gaps refer to differences in graduation rates, retention rates, persistence rates, and student's grades. Achievement gaps may negatively affect students who are culturally or ethnically diverse and/or have a lower socioeconomic status. The use of open educational resources (OER) may mitigate achievement gaps as OER assists student success through higher academic performance and cost savings for students. Average quiz scores were obtained at different higher education institutions using an Introduction to Psychology OER. The scores from each course were analyzed using hierarchical linear modeling. Colleges were nested by demographics to evaluate if OER was more effective in increasing students' success at colleges with higher populations of minority and/or Pell grant-eligible students. Colleges with a higher population of Pell-eligible students had lower quiz score achievement. All other variables were not significant predictors of quiz score achievement in an OER course
Degree
EdS
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
Rights
https://lib.byu.edu/about/copyright/
BYU ScholarsArchive Citation
Findlay, Angela Grace, "The Efficacy of Open Educational Resources on Achievement Outcomes in Different Higher Education Institutions" (2025). Theses and Dissertations. 11331.
https://scholarsarchive.byu.edu/etd/11331
Date Submitted
2025-06-10
Document Type
Thesis
Permanent Link
https://arks.lib.byu.edu/ark:/34234/q2236fcb0a
Keywords
open educational resources, achievement gaps, hierarchical linear modeling
Language
english