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
Students Attitudes, Motivations Shown to Influence Reception to Televised Lectures
R. Davis
C. Johnson
J. Dietrich
1969
The overall distribution of grades for students who saw lectures live was not significantly different from students who saw lectures on TV.
No Significant Difference
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A Comparison of the Effectiveness of Face-To-Face and Remote Teaching in Communicating Educational Information to Adults
H. Blackwood
C. Trent
1968
…there was no difference in the amount learned by telelecture and by face-to-face teaching, and that there was no association between the amount of learning which occurred via each method and the variables of age, level of education, time of day, and attitude.
No Significant Difference
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Department of Audiovisual Instruction
J. Thornton
J. Brown
1968
There is no longer any question as to the efficacy of television in extending and improving instruction in higher education. In nearly every situation where it has been tried and carefully evaluated, results show that it permits learning equal to and not rarely superior to that achieved under traditional classroom practices.
No Significant Difference
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Learning from Television
G. Chu
W. Schramm
1967
Of the 421 separate comparisons made…308 showed no significant differences, 63 showed television instruction to be superior, and 50 found conventional instruction better. In a total of 202 comparisons of television and conventional teaching at the college level, 152 showed no significant difference in student performance, 22 showed television to be more effective, and 28 showed conventional teaching to be more effective.
No Significant Difference
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What We Know from New Media Research
J. Skornia
1966
Oregon reported students learning as well. The Hagerstown experiment reported that in no subject did TV fail to produce results at least as good as those achieved when classroom instruction alone was used.
No Significant Difference
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What Instructional Television Research Tells Us
T. Razik
1965
…students taught by television learned content as well as or better than those taught without it. …judged equal in the teaching of elementary music… …found the TV group of medical school students superior, but not significantly so.
No Significant Difference
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Improvement of Teaching by Television: Current Status of the Texas Educational Microwave Project
H. Greene
1964
TEMP courses are as effective as face-to-face teaching. Even faculty members who may have objections to television for other reasons acknowledge this.
No Significant Difference
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An Experimental Study of the Effects of Prestige & Delivery Skill in Educational Television
T. Skinner
1963
…no main effect for the prestige variable. A supplemental experiment indicated no significant differences between the two perceived prestige images…
No Significant Difference
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An Experimental Study of the Effects of Prestige and Delivery Skill in Educational Television – Doctoral Dissertation
T. Skinner
1963
Analysis of the data indicated no main effect for the prestige variable. A supplemental experiment indicated no significant differences between the two perceived prestige images supposedly created by the two introductions.
No Significant Difference
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Open-circuit Television in Postgraduate Medical Education
C. Castle
1963
…open-circuit television can be used in postgraduate medical education without undesirable effects.
No Significant Difference
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