Linking Open-Access Resource Use to Performance in Calculus-Based Physics

Success in introductory physics courses is often critical for persistence in STEM disciplines. This success can be difficult for many students to achieve, often due to uneven preparation in math and science at the high school level. One solution for mitigating this challenge is for instructors or departments to deploy supplemental resources to support self-directed learning among students. In this work, we examine how four open-access self-study materials impacted student performance in a large-enrollment calculus-based introductory sequence: mechanics, and electricity and magnetism. Drawing on data from six semesters at Texas A&M University, data were collected for over 3,300 students and analyzed using regression models for each course. We will present detailed outcomes of the analysis, highlighting that prior math preparation was observed to be the strongest predictor of student performance, followed by engagement with provided archived exams. This was particularly impactful for first generation students. While regression models showed mixed effects for three different types of video resources, survey responses showed that a high majority of students reported noticeable contributions to their learning from the supplemental resources and would recommend them to peers.