The Role of Open Education and Faculty Gender in Shaping Student Perceptions

MOTIVATION SUBSCALE	NUMBER OF ITEMS	EXAMPLE ITEMS	CRONBACH’S ALPHA (INTERNAL CONSISTENCY)
Expectancy to do well	4	“I know I could learn the material in this course.”	.89
Intrinsic value (interesting and enjoyable)	5	“I think this course would be very interesting.”	.89
Utility value (useful and personally relevant)	4	“I think what I would learn in this course would be important.”	.90
Task effort (time and energy required)	5	“I would have to put too much energy into this course.”	.95
Emotional cost (unpleasant emotions involved)	8	“I would feel too anxious about this course.”	.94

Table 2

Descriptive statistics for motivation variables by professor gender and pedagogy for commercial textbook condition only.

PROFESSOR GENDER	PEDAGOGY	EXPECTANCY M(SD)	INTRINSIC M(SD)	UTILITY M(SD)	TASK EFFORT M(SD)	EMOTIONAL COST M(SD)
Man	Closed	4.14(.69)	3.76(1.00)	3.83(.95)	2.47(.94)	2.10(.80)
	Open	4.37(.53)	3.78(.93)	4.01(.84)	2.54(.97)	2.19(.80)
	Total	4.26(.62)	3.77(.96)	3.92(.90)	2.50(.95)	2.15(.80)
Woman	Closed	4.17(.820	3.49(.99)	3.65(1.08)	4.72(1.05)	2.48(1.15)
	Open	4.28(.59)	3.69(.93)	3.90(.92)	2.52(.99)	2.32(.98)
	Total	4.22(.72)	3.59(.96)	3.78(1.01)	2.62(1.02)	2.40(1.07)
Total	Closed	4.16(.76)	3.62(1.00)	3.74(1.02)	2.60(1.00)	2.30(1.01)
	Open	4.33(.56)	3.73(.93)	3.96(.88)	2.53(.98)	2.26(.89)
	Total	4.24(.67)	3.68(.96)	3.85(.96)	2.56(.99)	2.28(.95)

Table 3

Descriptive statistics for motivation variables by professor gender and pedagogy for OER textbook condition only.

PROFESSOR GENDER	PEDAGOGY	EXPECTANCY M(SD)	INTRINSIC M(SD)	UTILITY M(SD)	TASK EFFORT M(SD)	EMOTIONAL COST M(SD)
Man	Closed	4.40(.64)	3.84(.82)	4.01(.87)	2.43(.95)	2.19(.98)
	Open	4.41(.64)	4.20(.74)	4.37(.64)	2.23(.98)	2.13(.91)
	Total	4.40(.64)	4.02(.80)	4.19(.78)	2.33(.97)	2.16(.94)
Woman	Closed	4.49(.57)	4.14(.66)	4.31(.66)	2.20(.99)	2.02(.93)
	Open	4.33(.72)	3.95(.86)	4.10(.85)	2.30(.89)	2.05(.73)
	Total	4.41(.65)	4.05(.77)	4.21(.76)	2.25(.94)	2.04(.83)
Total	Closed	4.45(.61)	4.00(.75)	4.17(.78)	2.31(.97)	2.10(.95)
	Open	4.37(.68)	4.07(.81)	4.23(.76)	2.27(.93)	2.09(.82)
	Total	4.41(.64)	4.04(.78)	4.20(.76)	2.29(.95)	2.10(.89)

Table 4

Descriptive statistics of professor traits and likelihood of enrolling in the course for textbook conditions.

	COMMERCIAL M(SD)	OER M(SD)	TOTAL M(SD)	F STATISTIC	COHEN’S d
Professor competence	3.83(.80)	4.13(.67)	3.97(.75)	17.25***	.40
Professor warmth	3.79(.86)	4.03(.84)	3.92(.83)	11.90***	.29
Likelihood of enrolling	61.04(28.24)	73.09(23.54)	66.85(26.74)	21.99***	.45

[i] Note: Statistical significance noted by asterisks with *p < .05, **p < .01, ***p < .001.

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DOI: https://doi.org/10.55982/openpraxis.16.4.733 | Journal eISSN: 2304-070X

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Language: English

Page range: 567 - 582

Submitted on: Jul 30, 2024

Accepted on: Sep 26, 2024

Published on: Nov 29, 2024

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

College students,

controlled experiment,

faculty gender,

gender,

open education,

open educational resources,

open pedagogy,

open educational practice,

student perceptions,

textbook cost

© 2024 Virginia Clinton-Lisell, Alison Kelly, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 16 (2024): Issue 4