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

The Education Network of Maine: A Case Study in the Benefits and Costs of Instructional Television

1998

Excerpt

A statistically significant difference in average grades between broadcast and receive site students (in favor of the broadcast site students) was found in only one course. Of the remaining 17 courses for which sufficient data were available to conduct a ‘t’ test, the differences in average grades were not statistically significant … There were no significant differences between the responses of the students in the live network and the videotaped version of the course. Based upon these survey . . . responses, there is no evidence that receive site students preferred the live network course over the videotape version of the same material.

Finding

No Significant Difference

Teaching with ALN Technology: Benefits and Costs

2001

Excerpt

Even with higher course standards for success, student performance on examinations has improved, a larger fraction of students achieve the goals of the class, and the proportion of students who excel has increased. Female students benefit even more than their male counterparts. The level of communication and interaction among students has also increased dramatically, with mostly positive (but some negative)effects. Data concerning cost effectiveness indicate that the technology can reduce costs, . . . but perhaps more importantly, it can increase the quality without increasing costs.

Finding

Significant Difference – Better Results with Technology