High-Priced Textbooks' Impact on Community College Student Success

Autor/inn/en	Becker, Kristen L.; Safa, Rachel; Becker, Kyleigh M.
Titel	High-Priced Textbooks' Impact on Community College Student Success
Quelle	In: Community College Review, 51 (2023) 1, S.128-141 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Becker, Kristen L.) ORCID (Safa, Rachel) ORCID (Becker, Kyleigh M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/00915521221125898
Schlagwörter	Textbooks; Costs; Community Colleges; Two Year College Students; Success; Correlation; Grades (Scholastic); Open Educational Resources; Student Attitudes; Decision Making; Student Characteristics + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Cost; Kosten; Community college; Community College; Erfolg; Korrelation; Notenspiegel; Schülerverhalten; Decision-making; Entscheidungsfindung
Abstract	Objective: This research study examined textbook costs and student success rates at one community college in the Southwest United States. Method: Descriptive statistics were used in the study to identify the mean textbook costs and student success rates over five semesters. Chi-square tests for independence were used to determine if a statistically significant relationship exists between textbook costs and student success rates based on course level of lower or upper-level courses. Results: The chi-square tests of independence found a statistically significant relationship between textbook costs and student success rates in lower and upper-level courses. Contributions: Research shows college students often opt not to purchase commercial textbooks due to costs, thus resulting in higher D, F, and W rates. The results of this study support numerous recent research studies on the impact of textbook costs and student success. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01