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. Learn More
Records: 210
Title:
Introductory Biology Online: Assessing Outcomes of Two Student Populations
Author/s:
M. Johnson
Year:
2002
Excerpt:
no significant differences were found in outcomes for students in the two modes of instruction… Based on post-tests, online students were as successful as on-campus students at acquiring an understanding of biology content, acquiring graphing skill, increasing reasoning ability, and developing positive attitudes toward science… ANOVA detected no significant difference in means for reasoning post-test scores between online (M = 9.66) and on-campus (M = 8.56) classes… no significant difference in pre-or post-attitudes between online and on-campus students for interest in biology and confidence in ability to succeed in biology … This study found that there were no statistically significant differences in outcomes for students in online and on-campus biology classes… This study provides evidence that certain types of students can learn as much biology content, develop their reasoning and graphing skills, and have as positive attitudes toward biology as those enrolled in an on-campus class.
Finding:
No Significant Difference
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Title:
Investigating Computer Mediated Instruction in a Greek State Lykeio
Author/s:
V. Hartzoulakis
Year:
2002
Excerpt:
The study found statistically significant differences favoring traditional teaching methods, whereas no statistically significant differences were noted in the performance between males and females.
Finding:
Significant DIfference – Better Results in the Classroom
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Title:
LSU Expands Distance Learning Program Through Online Learning Solution
Author/s:
T. Lynch
Year:
2002
Excerpt:
… grades for the first semester when we used Tegrity were slightly better than when we took the traditional approach.
Finding:
Significant Difference – Better Results with Technology
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Title:
Online Human Anatomy (Rio Salado College) Innovations in Online Learning
Author/s:
J. Arle
Year:
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
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Title:
The Spanish Project (University of Illinois at Urbana-Champaign) Innovations in Online Learning
Author/s:
D. Musumeci
Year:
2002
Excerpt:
There were no significant differences in their scores on listening comprehension, the midterm exam, written skills, or final grades for the course.
Finding:
No Significant Difference
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Title:
What’s School Got to Do With It? Cautionary Tales About Correlations Between Student Computer Use and Academic Achievement
Author/s:
J. Ravitz
J. Mergendoller
Year:
2002
Excerpt:
… students who score better on standardarized achievement tests are those who use computers more often at home, and less at school… Within schools, students who have higher software capability not only score higher on tests but they also gained more, on average …
Finding:
Significant Difference – Better Results with Technology
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Title:
Audiographic Telecourses for the Web: An Experiment
Author/s:
R. LaRose
J. Gregg
M. Eastin
Year:
2001
Excerpt:
Forty-nine subjects were recruited from a live lecture class and randomly assigned to either the expermental (Web course) group or a control group that took the class in a traditional lecture section. Analysis of covariance (ANCOVA) showed that the experimental group had test scores and student attitude and teacher immediacy ratings equal to those of the control group after controlling for student gender, class level, grade point average and attendance.
Finding:
No Significant Difference
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Title:
Comparing Web-based and Classroom-based Learning: A Quantitative Study
Author/s:
M. Thirunarayanan
A. Perez-Prad
Year:
2001
Excerpt:
… while the online group scored slightly better that the campus group on the class posttest, the difference in performance was not statistically significant.
Finding:
No Significant Difference
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Title:
Distance Learning in Accounting: A Comparison Between a Distance and Traditional Graduate Accounting Class
Author/s:
M. Cagne
M. Shepherd
Year:
2001
Excerpt:
… the performance of students in a distance course was similar to the performance of students in the on-campus course for an introductory accounting graduate class… the students’ evaluations of the course were similar although students in the online course indicated that they were less satisfied with the instructor availability than the in-class students. In terms of student performance, there did not seem to be a difference between the multiple choice exam format and the complex problem solving exam format.
Finding:
No Significant Difference
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Title:
Do Computers Teach Better? A Media Comparison Study for Case-based Teaching in Radiology
Author/s:
M. Maleck
M. Fischer
B. Kammer
C. Zeiler
E. Mangel
Year:
2001
Excerpt:
No significant differences in the learning outcomes were found between the two interactive groups (computer based and paper based). Computer-based teaching with case studies (with or without interactivity) improves students’ problem-solving ability in radiology.
Finding:
No Significant Difference
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