ENHANCING CONCEPTUAL UNDERSTANDING OF SCIENCE EDUCATION THROUGH OPEN EDUCATIONAL RESOURCES (OER) PEDAGOGY

Abstract

This study investigated the impact of conceptual understanding of science education through Open Educational Resources (OER) pedagogy. Guided by five research questions, the study adopted a mixed-method research design involving 120 students and 40 lecturers drawn from two universities. Quantitative data were collected through the Science Conceptual Understanding Test and the Student Engagement and Motivation Scale, while qualitative data were obtained via semi-structured interviews with lecturers. Data was analyzed using independent t-tests, ANCOVA, Pearson correlation, and regression for quantitative measures, and thematic analysis for qualitative responses. Findings revealed a significant effect of OER pedagogy on students’ conceptual understanding (F (1,117)=56.95, p<.001, η²=.32), engagement, and motivation, explaining 46% and 40% of the variance, respectively. The OER group demonstrated improved access to quality, affordable learning resources and recorded no significant gender difference, indicating gender-neutral learning benefits. Lecturers perceived OER as an innovative and cost-effective tool but reported challenges such as inadequate ICT facilities, limited institutional support, and copyright concerns. The study concluded that OER pedagogy enhances conceptual understanding, fosters learner engagement, and promotes inclusivity in science education. It recommended institutional capacity-building, improved digital infrastructure, policy development, and continuous professional training to sustain OER adoption in higher education.