Effectiveness of OER use in students’ mathematical outcomes: A case study of first-year higher education students in Chile
- Evaluate the effectiveness of the use of OER regarding the increase of logical-mathematical skills in first-year higher education students.
- Analyse the factors that explain the success or failure of the use of OER regarding the increase of logical-mathematical skills in first-year higher education students.
- Develop a didactical model for the use of OER in educational practices based on teachers’ perceptions of the importance of the use of OER regarding student education.
- Evaluate the effectiveness of OER use regarding students’ grades in courses taught using these resources.
- Evaluate the effectiveness of OER use with regard to student dropout rates.
- Evaluate the effectiveness of OER use with regard to students’ standardised logical-mathematical test results.
- Analyse the perception of students that were taught using OER regarding the effectiveness that these resources could have had in improving logical-mathematical skills.
- Analyse the perceptions of teachers who used OER in their classes regarding the impact these resources could have in increasing logical-mathematical skills.
- Analyse the perception of teachers who used OER in their classes with respect to students’ instructional processes in order to develop a didactical model for the use of OER in educational practices.
- What is the effect of OER use on first year students’ mathematics course performance?
- In a contact mode, what is the effect of OER use on first year students’ class attendance?
- What are teachers’ and students’ perceptions of the OER adoption process?
This research study aimed to examine the effect of the use of two types of OER (a collection of Spanish Khan Academy resources and a Open Textbooks hosted on Wikibooks) with respect to the increase of mathematical outcomes of first-year higher education Chilean students. It also to aimed to uncover teacher and student perceptions about the use of OER in order to understand how these resources were used and valued.
The main hypothesis of the study was that students whose teachers teach them mathematics-related courses with the help of OER are able to develop better logical-mathematical skills than those students whose teachers don’t use these types of resources. This is based on the fact that through using these resources students have access to endless possibilities of construction and reconstruction of knowledge. This is particularly the case when, depending on the license used by the creator, OER could be copied, reused, revised, remixed, and redistributed, generating abundant learning materials and experiences that can help students to develop certain skills in a more fruitful way.
The research process compared standardised test results of three groups of students: one group taught with the Khan Academy collection (n = 35), one group taught with the Open Textbook (n = 31), and one group that did not use any OER in their learning process (n = 30). Quantitative methods were used to estimate the effect of OER use on students’ mathematical outcomes, whereafter qualitative methods were employed to understand student and teacher perceptions regarding the OER experience. The two components of the study were complementary in that the qualitative component attempted to expand upon and interrogate quantitative results.
Research on Open Educational Resources for Development. OER Effectiveness in Higher Education Mathematics Skills (ROER4D Sub-project 9) [dataset]. Version 1. Cape Town: ROER4D [producer], 2016. Cape Town: DataFirst [distributor], 2016. Available at https://www.datafirst.uct.ac.za/dataportal/index.php/catalog/577/related_materials.
Presentation at OEC Global Conference, Banff, Canada, April 2015: The effectiveness of OER use in student’s logical-mathematical skills