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:
College for Television Home Study
Author/s:
E. Stromberg
Year:
1952
Excerpt:
The author concludes that open-circuit TV is an effective means of reaching college credit students in their homes.
Relative Effectiveness of Instruction by Films Exclusively, Films Plus Study Guides, and Standard Lecture Methods
Author/s:
A VanderMeer
Year:
1950
Excerpt:
… compared ninth-grade biology students taught by: (1) sound films, (2) sound films plus study guides, and (3) standard lecture demonstation classroom instruction. No significant differences were found across all groups on either immediate or month-delayed achievement testing …
Relative Effectiveness of Instruction of Films Exclusively, Films Plus Study Guides, and Standard Lecture Methods
Author/s:
A VanderMeer
Year:
1946
Excerpt:
…compared ninth-grade biology students taught by: (1) sound films, (2) sound films plus study guides, and (3) standard lecture demonstration classroom instruction. No significant differences were found across all groups on either immediate of month-delayed achivement testing…
The results of the study yielded no significant difference between the reading and listening groups. The most significant finding…the radio group did equally well as compared to the standard reading group…[also] reviewed several research studies that were designed to compare the effectiveness of instructional radio with traditional methods, no significant difference in achievement resulted from the majority of studies reviewed.
Achievement of High School Students in Supervised Correspondence Study
Author/s:
L. Hanna
Year:
1940
Excerpt:
In all but two comparisons, correspondence study students performed as well as or better than their classroom counterparts and in the two cases which were the exception the differences were not significant.
A Study of Aural Learning With and Without the Speaker Present
Author/s:
J. Loder
Year:
1937
Excerpt:
One group saw the speaker; and the other group heard him from another room [on a loud speaker]. The direct group performed better; but later tests showed that the means were not significantly different.
Comparative Abilities of Extension and Non-Extension Students
Author/s:
H. Sorenson
Year:
1936
Excerpt:
[Results of this study were very similar to Crump 1928 and showed] no differences in test scores of college classroom and correspondence study students enrolled in the same subjects…