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

Correspondence and Class Extension Work in Oklahoma

Excerpt

no differences in test scores of college classroom and correspondence study students enrolled in the same subjects.

Finding

No Significant Difference

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Course Restructuring and the Instructional Development Initiative at Virginia Polytechnic Institute: A Benefit Cost Study

Excerpt

... [Philosophy Course] Students in the web-based course scored better than the lecture section on eight of the sixteen specific essay scoring criteria deemed important to the philosophical discourse, there was no sigificant difference between the two sections on seven of the criteria, and the lecture section scored significantly better on only one criteria... Even though the web-based group showed superior performance based upon the sixteen criteria, letter grades assigned by the readers to . . . this particular essay showed no significant difference between the two groups." " ...[Microbiology Course] ... the evidence strongly suggests there is no difference in either mean grades of the grade distributions for the versions of the course offered before and after the course design.

Finding

No Significant Difference

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