Research methods course(s), a standard in psychology programs, often use multiple textbooks to address conceptual and data-analytic information. This study involved transitioning from traditional textbooks to open educational resources in a research methods course. Two psychology instructors, each offering course sections, identified open-access textbooks that aligned with course learning objectives and developed instructional materials to accompany those textbooks. All materials were organized publicly in an institutional subject guide. We compared students’ grades, pretest-posttest scores, and survey reports of resource use and evaluation in a spring semester, when traditional/costly textbooks were used, to the following fall semester, when no-cost textbooks were used. Student grades and pretest-posttest growth, and reported use and ratings of course materials, were similar across semesters. Though the present findings are limited in scope, they suggest that no-cost resources can be used successfully for teaching research methods with minimal transition difficulties and without student learning deficits.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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