Teachers' educational level was statistically associated with their responses on three of 37 OER-competency survey items, though the definition-of-elements association is weak and non-linear¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2 · i2 medium
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Of 37 item-level chi-square tests, three found a significant association between educational level and the competence item: defining OER elements (module 1, question 6; p = .006), communicating in another language (p = .011), and OER search (p = .001). These are associations in a survey, not evidence that educational level causes the differences. → García-López 2017 q2 i2 For defining OER elements, the printed effect size Spearman's Rho = .258 indicates the association with level of studies is very low and not linear. → García-López 2017 (2)

Evidence¶

García-López 2017¶

García-López, R.-I., Cuevas Salazar, O., Ramírez-Montoya, M.-S., & Tenorio-Sepúlveda, G.-C. (2017). Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources. International Education Studies, 10(4). https://doi.org/10.5539/ies.v10n4p78

q2 · i? · associational · r1

Chi-square independence test from the 134-teacher survey, module one question six on defining OER elements (objective, strategy, purpose, audience). The article's summary states only three of 37 tests were significant, with the other two being module two questions five and seven.

"The independence of the variables (level of education and competence on definition of elements) was also tested, obtaining a Chi-square of 10.24 with a value of p = .006, which is significant, thus there is dependence between the two variables."

García-López 2017 (2)¶

García-López, R.-I., Cuevas Salazar, O., Ramírez-Montoya, M.-S., & Tenorio-Sepúlveda, G.-C. (2017). Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources. International Education Studies, 10(4). https://doi.org/10.5539/ies.v10n4p78

q2 · i2 · associational · r1

Spearman's Rho computed on the same definition-of-elements variables; the printed effect size is Spearman's Rho = .258, described by the authors as "a very low dependency", so the significant chi-square does not reflect a strong linear trend.

"To determine whether this dependence between variables is linear, the Spearman's Rho correlation coefficient for nonparametric data was completed, obtaining a value of .258, which is a very low dependency, thus can probe that the level of studies and the level of this competence is not linearly related."

Discussion¶

Related Claims¶

• Doctoral-level teachers show the highest advanced-level percentage in each of the four OER competency modules — a narrower finding that bears on this claim
• Teachers' ICT-use competence is high and statistically independent of educational level — related
• MOOC participants self-assess predominantly at the advanced competency level, with very similar level distributions across all four OER competency modules — related
• Most teachers report precise identification of OER sources plus at least two diffusion improvements when implementing a diffusion strategy — related
• Cluster membership is significantly associated with grade level but not gender — related
• Openness in education shifts the focus from content (OER) to practices (OEP) — related