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

Project CHILD: A Decade of Success for Young Children

2000

Excerpt

CHILD [Computers Helping Instruction and Learning Development] students have higher test scores and better discipline than their counterparts in traditional self-contained classrooms… The Project CHILD student had better test scores in reading, language arts, and mathematics than did their counterparts in traditional classrooms… positive effects increased over time… by the third year, effect sizes at the nine sites…showed 15 positive effects and zero negative effects across all subject . . . and grades… The CHILD students had higher grade point averages higher standardized test scores had more enrollments in advanced mathematics classes.

Finding

Significant Difference – Better Results with Technology

Online Human Anatomy (Rio Salado College) Innovations in Online Learning

2002

Excerpt

The national achievement average is 51 percent on this test, and the sample base is entirely from the traditional classroom. My students (entirely online) score an average of 63 percent on these same items.

Finding

Significant Difference – Better Results with Technology