Supporting Student Success: Evaluating the Impact of Open-Access Learning Resources in Introductory Mechanics

Success in introductory physics courses is crucial for persistence in STEM majors, as these courses provide the foundational knowledge necessary for advanced study. To support student learning, faculty at many universities have developed open-access, self-study materials aimed at enhancing conceptual understanding and problem-solving skills. In this work, we evaluate the impact of self-study materials on student success in an introductory, calculus-based mechanics course at a large, public, research-intensive university. The materials that were assessed include video resources targeting both conceptual understanding and the development of problem-solving skills, as well as prior years' exams. To gauge the impact of these resources, we collected data including course-level, university-level, and student engagement with open-access self-study materials from three spring semesters (2022–2024). Regression analysis will be presented to show how usage of supplemental materials and prior preparation impact students' success in the course. Additionally, student perceptions of these materials, gathered via anonymous surveys, will be discussed.