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
The Effects of two Delivery Systems for the Listening Comprehension Exercises on the Language Performance and Attitude of Beginning Spanish Students
S. Despain
1997
Results of the study suggested that: 1) students tend to learn more effectively/efficiently using the computer delivery system; 2) students who complete more exercises learn more (significant only for the computer group); 3) there is a time advantage to using the computer; 4) students who complete the exercises via computer have a more positive attitude toward the listening comprehension exercises, and yet a less positive attitude towards the delivery medium, when compared to their counterparts using the traditional format; 5) students in the computer group have a more positive attitude towards language learning in general.
Significant Difference – Better Results with Technology
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An Experiment in Group Learning Technology: Evaluating Critical Thinking in Face-to-face and computer-supported Seminars.
D. Newman
C. Johnson
C. Cochrane
B. Webb
1996
In an experiment studying critical thinking in a teacher-guided (F2F) and computer-supported (CS) group learning environment, significant differences were found between CS and F2F. CS brought in more outside world material, linked ideas to solutions and contributed less. However the level of CS critical thinking was higher, and had a higher ratio of important statements. F2F on the other hand was slightly better at generating new ideas.
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An Experimental Study of Animation, Mathematics Achievement, and Attitude Toward Computer-assisted Instruction
M. Szabo
B. Poohkay
1996
…administered three versions of a math tutorial … One version used computer animation, another used the same visuals but in static mode, and the third version used only text. Achievement was significantly greater among the three treatments with the animation version resulting in the highest scores and text in the lowest. The results followed the same pattern when students’ opinion toward the method of instruction was assessed.
Significant Difference – Better Results with Technology
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New Funding Paradigms: The Need for New Incentives
B. Koob
1996
… no detectable loss of course success was found.
No Significant Difference
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The Effectiveness of Traditional vs. Audiographics Delivery of Senior High Advanced Mathematics Courses
W. Ryan
1996
Results showed that distance education students were as successful in both achievement in senior high advanced mathematics and in success in postsecondary calculus courses as traditionally taught students.
No Significant Difference
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The Effects of Progressive Interactivity on Learning from Interactive Video
L. Schaffer
M. Hannafin
1996
… IVI improved attitude toward learning and toward instructional content, although this may be attributable to visuals and (limited) learner control over the program.
Significant Difference – Better Results with Technology
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A Follow-Up Study of External Degree Graduates from Florida
M. Nesler
M. Lettus
1995
The ratings from the work supervisors in the state of Florida also indicated that the Regents College graduates’ work is better than traditionally prepared RNs. Florida Regents College graduates were rated by their supervisors as generally more clinically competent than nurses who opted for a more traditional educational route …
Significant Difference – Better Results with Technology
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A Review of Distance-Learning Studies in the U. S. Military
M. Barry
G. Runyan
1995
All studies in the table reported no significant differences between resident and distant groups. It appears from the studies reviewed here that student achievement in distance learning courses is comparable to student achievement in resident courses…Studies conducted in military settings tend to show no significant difference in achievement between distance learners and resident learners…
No Significant Difference
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The Florida Teletraining Project: Military Training via Two-way Compressed Video
W. Bramble
B. Martin
1995
Military students in three states who received instruction at a distance exhibited high levels of academic achievement and positive attitudes toward this mode of instruction. Experienced training personnel indicated that achievement levels among distance students was as high or higher than that expected of students receiving resident training.
Significant Difference – Better Results with Technology
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Effects of Linking Structure and Cognitive Style on Students’ Performance and Attitude in a Computer-Based Hypertext Environment
C. Lin
G. Davidson
1994
There is no difference in subjects’ performance when learning from hypertext systems with different linking structures.
No Significant Difference
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