Textbook Cost and Interactivity: Comparing Equity Outcomes and Student Perceptions

Authors

Brandilynn J. Villarreal, California State Polytechnic University, HumboldtFollow
Kimberly N. White, California State Polytechnic University, HumboldtFollow
Kimberly Vincent-Layton, California State Polytechnic University, HumboldtFollow
Alice Zhang, California State Polytechnic University, HumboldtFollow
Francesca Messina, California State Polytechnic University, HumboldtFollow
Christopher W. Harmon, California State Polytechnic University, HumboldtFollow

ORCID

0000-0002-8555-5042

Abstract

Significant equity gaps in introductory STEM courses create barriers in the STEM pathway. The current study investigated the impact of equitable access to course resources in the form of different e-textbooks in an introductory chemistry course. The purpose of the study was to determine if the use of a free textbook and/or the use of an interactive textbook enhances students’ academic performance, especially among students from marginalized backgrounds. We analyzed equity data for 199 general chemistry students. Overall, the pattern of course equity gaps suggests there was a positive impact of implementing a free textbook on students’ grades, with the largest impact on racially minoritized students. However, there were no meaningful differences between interactive and noninteractive textbooks in grades. Further research is needed on equitable course resources and equity gaps in STEM.