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.
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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
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
| View Full Record | View Article |
Distance Learning in Accounting: A Comparison Between a Distance and Traditional Graduate Accounting Class
M. Cagne |
M. Shepherd |
Excerpt
… the performance of students in a distance course was similar to the performance of students in the on-campus course for an introductory accounting graduate class… the students’ evaluations of the course were similar although students in the online course indicated that they were less satisfied with the instructor availability than the in-class students. In terms of student performance, there did not seem to be a difference between the multiple choice exam format and the complex problem . . . solving exam format.
Finding
No Significant Difference
| View Full Record | View Article |
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