No Significant Difference

About the Database

The No Significant Difference database was first established in 2004 as a companion piece to Thomas L. Russell’s book, “The No Significant Difference Phenomenon” (2001, IDECC, fifth edition), a fully indexed, comprehensive research bibliography of 355 research reports, summaries and papers that document no significant differences (NSD) in student outcomes between alternate modes of education delivery.  Redesigned in 2010 and provided as a service of WCET, (WICHE Cooperative for Educational Technologies), a division of the Western Interstate Commission for Higher Education, the database was designed to expand the offerings from the book by providing access to appropriate studies published or discovered after its publication.

 

This site is intended to function as an ever-growing repository of comparative media studies in education research. Both no significant differences (NSD) and significant differences (SD) studies are constantly being solicited for inclusion in the website. In addition to studies that document no significant difference (NSD), the website includes studies which do document significant differences (SD) in student outcomes based on the mode of education delivery.

 

 

Contribute to the Collection

In its new home on the DETA Research website, the database is intended to continue to function as an ever-growing repository of comparative media studies in education research. The current collection is in need of both updates to the current records, as well as the addition of current and emerging research.  As such, both NSD and SD studies are constantly being solicited for inclusion in the website.  If you are interested in assisting as a contributor or editor, contact us.

Records: 210

Teaching College Literacy: A Case Study in the Benefits and Costs of Daedalus Courseware at Baruch College

1998

Baruch College

Excerpt

Seventy-five percent of the 16 students in the Dadaelus section of ENG 0160 passed the CUNY Writing Assessment Test. This compares to a 53 percent pass rate for the 12 students in the control section …The difference in the passing rate was not statistically significant … the computer-enhanced instruction did not have a significant effect on improving retention …The observed difference between the passing rates for the two courses in not statistically significant at either the one or five . . . percent level.

Finding

No Significant Difference

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Community College Student Perceptions of Online Instruction Experiences

1998

J. Ward

Excerpt

Students were enthusiastic about this learning experience, believed Jackson’s online course design was equally effective as traditional classroom instruction, and stated a high level of satisfaction overall.

Finding

No Significant Difference

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