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

Evaluative Research Studies of the University of Southern Maine Instructional Television System


D. Silvernail

J. Johnson


…no significant differences in the achievement or attitudes of students receiving live classroom instruction and those receiving some type of televised instruction. Overall, no significant differences were found in the achievement levels. …no significant differences in end of course grades between ITV and non-ITV classes. …no significant differences in grades between the origination site and remote sites…students do equally well in courses taught over the ITV system as they do in a . . . traditional classroom setting. Students learned course content generally well… Students receiving their course instruction by means of interactive television learned as well as students in a traditional classroom.


No Significant Difference

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An Experimental Study of Animation, Mathematics Achievement, and Attitude Toward Computer-assisted Instruction


M. Szabo

B. Poohkay


…administered three versions of a math tutorial … One version used computer animation, another used the same visuals but in static mode, and the third version used only text. Achievement was significantly greater among the three treatments with the animation version resulting in the highest scores and text in the lowest. The results followed the same pattern when students’ opinion toward the method of instruction was assessed.


Significant Difference – Better Results with Technology

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