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
What We Know About Learning from Instructional Television: The Next Ten Years
W. Schramm
1962
…the results of 393 studies were summarized. Of these, 83 showed differences in learning in favor of television, 255 reported no significant differences, and 55 favored direct classroom teaching… There can no longer be any doubt that students learn efficiently from instruction television. The fact has been demonstrated now in hundreds of schools, by thousands of students, in every part of the United States and in several other countries. Instruction Television is at least as effective as ordinary classroom instruction, when the results are measured by the usual final examinations or by standardized tests…employing the usual tests that schools use…we can say with considerable confidence that in 65 percent of a very large number of comparisons between televised and classroom teaching, there is no significant difference. In 21 percent, students learned significantly more, in 14 percent, they learned significantly less, from television.
No Significant Difference
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Inter-institutional Teaching by Television in the Oregon State System of Higher Education: Report 2
G. Starlin
J. Lallas
1961
From the 6 years of study, the authors concluded that students on all campuses learned equally well when taught by television from one campus. Students also learned as well when taught by television as when taught by face-to-face methods.
No Significant Difference
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Inter-institutional Teaching by Television in the Oregon State Systems of Higher Education: Report 1
G. Starlin
J. Lallas
1960
School in American life-…no significant differences on final examination scores…Human development-…no significant differences for any of the three examinations between face-to-face and ITV students…Chemistry-…no differences in the final examinations…Educational psychology- An analysis of variance on final examination scores between face-to-face and ITV students indicated no significant differences.
No Significant Difference
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Can TV Improve College Teaching?
J. Driscoll
1959
…no significant difference between groups on the final examination…no significant difference between groups on the course content test gains…no significant difference in the test performance…
No Significant Difference
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An Investigation of Closed Circuit Television for Teaching University Courses
C. Carpenter
L. Greenhill
1958
…studies of the comparative effectiveness of conventional and televised instruction, even though carefully designed to control variables…yielded non-significant differences in student’s achievement scores.”
No Significant Difference
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A Comparison of Instruction by Kinescope, Correspondence Study and Customary Classroom Procedures
T. Parsons
1957
…compared instruction by kinescope, correspondence study, and classroom procedures in a course in child development and found no advantage for any one procedure.
No Significant Difference
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An Inventory of Instructional Television Research
H. Kumata
1956
…the effects of television as a variable operating in a field of perhaps hundreds of other potential variables is of minor significance. Therefore, no significant differences in results are to be expected.
No Significant Difference
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An Investigation of Closed-Circuit Television for Teaching University Courses
C. Carpenter
L. Greenhill
1955
The difference between the effectiveness of televised instruction versus conventional instruction was not statistically significant…
No Significant Difference
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Television in Army Training: Evaluation of Television in Army Basic Training
J. Kanner
R. Runyon
O. Desiderato
1954
In five of 17 tests given, the TV group scored significantly higher. In the remaining 12 tests no significant differences were found.
No Significant Difference
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The Effectiveness of the Audio-Laboratory in Elementary Modern Language Courses
J. Brushwood
P. Polmantier
1953
The results showed that there were no significant differences on the cooperative measures.
No Significant Difference
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