Adopting open textbooks in Moroccan secondary physics and chemistry education: a case study

Abstract

Identified as the single most predominant curriculum delivery vehicle in schools, textbooks not only play a crucial role in disseminating knowledge and organising learning objectives but also reflect learning approaches and curricular orientations. In Morocco, as in many developing countries, the process of updating textbooks is often slow and struggles to keep pace with rapid technological advancements, resulting in significant gaps in students’ learning experiences, especially for physics and chemistry, which require experimental material and contemporary examples. The rise of digital educational resources, such as Open Educational Resources (OERs) and open textbooks, presents an opportunity to address these challenges by offering a more accessible, dynamic and regularly updated version of this indispensable teaching material. This study investigates the impact of adopting an open textbook dedicated to the physics and chemistry course at the scientific common core level in the secondary cycle (K–12) in Morocco on student learning outcomes by providing a qualitative and quantitative analysis involving a sample of 160 students over two academic years 2022/2023 and 2023/2024. Data were collected using a questionnaire developed around the four components of the COUP (Cost, Outcomes, Usage and Perceptions) framework. Results have shown positive feedback from students praising the accessibility, affordability and interactive features of the open textbook, enriching their learning experiences and helping to improve their academic performance.