The data tells a consistent story: in Fall 2024, 54% of respondents in the Ball State Student Satisfaction Survey reported that the cost of course materials impacted their academic experience. In Spring 2025, that number held at 53%.
(A note on timing: these surveys were conducted before the full implementation of the First Day program, though you’ll see one student below referencing its arrival.)
Student Voices: The Gap Between Cost and Value
The students in our survey were clear: the problem isn’t just that materials are expensive, it’s that they often feel unnecessary.
“Textbooks are extremely expensive, it is tough trying to pay for various textbooks that are not often used.”
“Most of my courses require us to purchase a textbook but it is rarely utilized if at all.”
“Books have been one of the biggest fees outside of tuition. Sometimes we don’t even use the books that are literally required.”
This sense of wasted money cuts deep. Students describe feeling foolish; they sacrificed groceries, worked extra hours, or took on debt to pay for materials that sat untouched. Students are willing to invest in their learning, but they want their investment to mean something. When materials are required but rarely used, students feel not just frustrated, but devalued.
The Affordability Gap: Who Gets Hurt Most?
Financial aid doesn’t always reach far enough.
“It is hard to buy books for my classes when I am only able to attend college because of the aid. I have found ways to buy books for this semester, but I am afraid I won’t be able to next semester.”
“Everything is so expensive and most financial aid doesn’t cover those things. Half of the time the stupid-expensive textbook is barely used in the class. That’s why I have used other avenues to obtain the materials for much cheaper—the downside is that they aren’t always in good condition or the latest edition.”
This student speaks for many who fall into the “aid but not enough” category. Nationally, students receiving Pell Grants report higher levels of stress about course material costs than their peers, and 27% say they have struggled academically specifically because they could not afford required materials.
Research confirms that nearly one-third of students have earned a poor grade because they couldn’t afford a textbook, and 43.7% have taken fewer courses due to material costs.
The Digital Dilemma: Access Codes and Paywalls
Beyond physical textbooks, students expressed frustration with digital platforms that function less as learning tools and more as mandatory toll booths. The resentment isn’t just about cost; it’s about what students perceive they are paying for.
“Course materials are ridiculously overpriced. There’s no situation where I can justify buying software to complete my homework when it’s able to be done in Canvas—I think this should be absolutely prohibited by the college.”
“Too expensive. I shouldn’t have to pay $100 to do my homework.”
“Books are expensive for classes and most of the time we don’t even use the [online] books in our study, but we still have to purchase it regardless due to the program also being our homework.”
Students are making a pointed observation; they are paying for platforms that automate grading, saving faculty time, while seeing little evidence that the platform enhances their learning. When an access code is required simply to submit assignments, and when the accompanying textbook goes unused, the line between educational expense and hidden fee blurs.
This perception, whether accurate or not, sows doubt. Students feel they are subsidizing faculty convenience rather than investing in their own learning. When platforms go unused for instruction and serve only as submission portals, that feeling intensifies.
The Physical Copy Tradeoff
Some students prefer print for learning but face additional barriers.
“Affordability of course materials is a little high. Meaning that purchasing the textbooks (I prefer reading and having the physical copies over digital) was a little challenging due to the fact that one textbook was out of stock, and I had to search multiple websites to order it. I like having the physical copies so I can make notes along with not having to look at a screen to read everything.”
This quote highlights a reality that surveys confirm. While many students prefer print for deep reading and annotation, print copies are often more expensive, harder to find, and slower to obtain, especially when students wait to purchase until after courses begin.
The Bright Spots: Free and Low-Cost Resources
Not all feedback was negative. Some students acknowledged efforts to reduce costs, including early awareness of the upcoming First Day program, which was announced before the survey but not yet implemented.
“Textbooks are very expensive and it added to my financial stress. However, it seems that you are working to solve this issue. I would like to commend you on introducing Ball State First Day. It is wonderful that you are offering reduced cost materials to your students!”
Another student highlighted the value of free resources already available:
“So many classes rely heavily of free resources to supplement the paid resources. I have had other courses that use free resources entirely.”
When faculty intentionally design courses around free or low-cost materials, or when the university introduces programs like First Day, students notice and appreciate it.
The Faculty Factor: Adoption Timing and Textbook Choice
Behind many of these student frustrations lies a faculty behavior that often goes unseen: when and how textbooks are adopted.
At our university, TABS (Textbook Affordability at Ball State) encourages faculty to adopt materials costing under $40 whenever possible, and to consider open educational resources (OER), library-licensed content, and other no-cost options. The goal is simple: reduce the financial burden on students without sacrificing academic quality.
But TABS can only work if faculty engage with it, and that starts with timing.
Faculty are expected to submit their required course materials to the bookstore weeks in advance of registration. This allows students to see material costs before they enroll, compare options, and budget accordingly. It also gives the bookstore time to source affordable copies and manage inventory.
However, anyone who has worked in this space knows the reality: getting faculty to submit materials on time can feel like “herding cats.” Late or missing submissions mean students register for courses without knowing what materials will cost, and often find out only after classes begin, when textbooks are suddenly urgent and options are limited.
Why does this happen? Research offers some clues. Faculty may stick with the same textbook year after year out of habit, concern about course prep time, or anxiety about looking “unacademic” if they don’t assign a traditional publisher text. Some may worry that adopting an OER or low-cost alternative signals lower quality—even though studies consistently show no negative impact on student outcomes and, in some cases, improved perceptions of textbook quality.
The result? Students pay the price—literally.
What Students Want
The message from students is consistent: they want transparency, necessity, and respect for their wallets.
“It seems that most of the time that I purchase or rent books for courses that require them, they are normally not necessary to complete the class successfully. Typically, they are used more as extra information that is already covered in lectures, other websites/software etc. I am usually spending money that I do not need to spend.”
“I did not have the money to buy the majority of my textbooks.”
“I think textbooks should be provided in our tuition, so we don’t need to worry about having our textbooks weeks after the class has started then missing homework.”
Students are not asking for everything to be free. They are asking for:
- Clarity about what materials are truly required
- Timing that allows them to plan and compare costs
- Alignment between cost and actual use
- Options including library reserves, used copies, and digital access
What Faculty Can Do
The research is clear: faculty choices directly impact student wallets and success. Here are four concrete actions:
- Review What You Require.
Before assigning a textbook or access code, ask: Is every piece of this material essential? Could a library eBook, OER, or freely available resource serve the same purpose? Even one course redesign can save students thousands of dollars collectively. Research shows that students in courses with OER or no-cost materials perform as well as—or sometimes better than—peers in courses with expensive commercial texts.
- Submit Materials on Time.
The bookstore deadlines exist for a reason. Early submission allows students to see costs before registration, compare options, and make informed decisions. Late submissions leave students scrambling and often paying more.
- Be Transparent About Use.
If the textbook is optional for the first week, say so. If students can wait to purchase them, tell them. If you assign a $100 access code but rarely use the accompanying text, explain why the code is necessary. Students want to spend wisely—give them the information to do it.
- Engage with TABS.
Explore the resources available through Textbook Affordability at Ball State. Considering adopting materials under $40. Look at OER options in your field. Talk to colleagues who have successfully made the switch. The support is there, and the students notice when faculty make the effort.
References
Bishop, Katie, Omer Farooq, Andrew Swift, and Craig Finlay. “Assessment of a textbook affordability initiative: A framework for measuring the impact on student enrollment and retention outcomes.” The Journal of Academic Librarianship 51, no. 3 (2025): 102987.
Clinton-Lisell, Virginia, Kelly E. Smith, and Sarah L. Lacy. “Examining Multiple Layers of Course Materials Cost: Experiences of Private College Students.” Open Praxis 17, no. 1 (2025).
Colvard, Nicholas B., C. Edward Watson, and Hyojin Park. “The impact of open educational resources on various student success metrics.” International Journal of Teaching and Learning in Higher Education 30, no. 2 (2018): 262–276.
Florida Virtual Campus. “2022 Student Textbook and Course Materials Survey.” Tallahassee, FL: Florida Virtual Campus, 2022. Accessed February 18, 2026. cdn.prod.website-files.com/6494885823ff9e9832dd87f2/64b0407d901957d1e26da0a9_FLVC%20Press%20Release%20-%202022%20Textbook%20Survey.pdf.
Hilton, John. “Open educational resources, student efficacy, and user perceptions: a synthesis of research published between 2015 and 2018.” Educational Technology Research and Development 68, no. 3 (2020): 853–876.
Puklin, Stephen. “Capacity for Change: Accounting for Faculty Technical Fluency in Open Educational Resource Adoption Decisions.” Ed.D. Dissertation, Northern Arizona University, 2024.
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