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

Library Skills Instruction: A Comparison of Students in a Web-based Course Versus a Traditional Instruction Course

2000

L. Alexander

Excerpt

Regarding achievement, t-test calculations revealed that the two groups did not perform differently on the final exam for the course. These findings suggest that there was no loss in quality due to the web format… In this case, quality was not affected by format… These calculations reavealed no differences on three of the background variables–race, urban/rural high school, and parent education…it was shown that both groups [web-based/traditional] performed the same with regard to the . . . achievement variable.

Finding

No Significant Difference

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Technology-Based Math Curriculums

2000

L. Hubbard

Excerpt

The Langley evaluations showed that Algebra students who used this approach significantly outperformed similar students in traditional courses, including achievement gains of up to 25% in skill and up to 100% in problem-solving. Over time the research also showed that students using the Cognitive Tutor were twice as likely to complete Geometry and enroll in Algebra II.

Finding

Significant Difference – Better Results with Technology

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