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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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
A Comparative Study of the Effectiveness of Traditional Instruction with Home Study Instruction on GED Test Scores
K. Kalpana |
Excerpt
The data analysis indicated that there were no significant differences in the achievement of adult students for the online home-study and traditional teacher-based formats. There were also no significant differences in the average age of successful GED graduates and the proportion of successful female students. Since the mode of instruction did not make a significant difference in student success, the least expensive and most convenient program may be selected seeking a high school equivalency . . . diploma.
Finding
No Significant Difference
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The Effects of Electronic Classrooms on Learning English Composition
B. Stinson |
K. Claus |
Excerpt
Dropouts were non-existant after the first two class sessions in the electronic rooms. In the traditional classroom setting, dropout rates averaged a little over 10%. With rare exceptions, students in the electronic rooms always handed in papers on time. In the other classrooms, 20% of papers were habitually turned in late… By the end of the semester, as a final grade, students enrolled in the electronic rooms had an average one half grade higher than the students in the traditional settings.
Finding
Significant Difference – Better Results with Technology
| View Full Record | View Article |
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