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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

A Modular, Webbased Introductory Course

Excerpt

None of the performance differences we observed were signicant, indicating that performance is roughly the same using either the modules or a textbook.

Finding

No Significant Difference

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Are Online Tutorials Effective? A Comparison of Online and Classroom Library Instruction Methods

Excerpt

Analysis of the test scores indicated that there was no significant difference in the learning outcomes between in-person and online library instruction. The majority of students indicated a preference for online instruction over classroom instruction.

Finding

No Significant Difference

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Traditional vs. Online Education: A Comparative Analysis of Learner Outcomes

Excerpt

Online learners were found to score significantly higher than traditional learners on final exams; however no significant differences were found relative to overall course scores.

Finding

No Significant Difference

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A Comparison of Student Persistence and Performance in Online and Classroom Business Statistice Experiences

Excerpt

It is clear that for the students in the seven online sections and four classroom sections compared for this research, there are wide differences in persistence. It is also clear that amoung those students who do peresist, there is no significant difference in performance.

Finding

No Significant Difference

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Differences Between Traditional and Distance Education Academic Performances: A meta-analytic approach

Excerpt

Eighty-six experimental and quasi-experimental studies met the established inclusion criteria for the meta-analysis (including data from over 15,000 participating students), and provided effect sizes, clearly demonstrating that: (1) In 2/3rds of the cases, students taking courses by distance education outperformed their student counterparts in the traditionally instructed courses; (2) The overall effect size d+ was calculated as 0.37 standard deviation units (0.33 <95% Confidence Interval . . . <0.40); and (3) This effect on 0.37 indicates that the mean percentile standing of the DE group is at the 65th percentile on the traditional group (mean defined as the 50th percentile).

Finding

Significant Difference - Better Results with Technology

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A Four Year Study Comparing English Classes Online, via Television, and Face-to-Face

Excerpt

... online students had a slightly higher final grade than students in the other two formats... students can do at least as well as they do in standard classes.

Finding

No Significant Difference

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Can Web Courses Replace the Classroom in Principles of Microeconomics?

Excerpt

The results strongly suggest that the virtual course represents an inferior technology compared to the live sections... The live students do significantly better than the virtual students on the most complex material ... We find that the students in the virtual classes, while having better characteristics, performed significantly worse on the examinations than the live students.

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Differences Between Traditional and Distance Learning Outcomes: A Meta-Analytic Approach

Excerpt

In 2/3rds of the cases, students taking courses by distance education outperformed their counterparts in the traditionally instructed courses ...

Finding

Significant Difference - Better Results with Technology

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Distance Education versus Classroom Instruction in Horticulture - An Introduction to Fruit Crops - Case Study

Excerpt

Equal or better performance of DE students suggests that survey courses such as Introduction to Fruit Crops can be offered via distance education without compromising learning outcomes...the data show that DE students pereformed statistically better than classroom students ...

Finding

Significant Difference - Better Results with Technology

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Introductory Biology Online: Assessing Outcomes of Two Student Populations

Excerpt

...ANOVA detected no significant difference in means for reasoning post-test scores between online (M = 9.66) and on-campus (M = 8.56) classes. However, when students were categorized as concrete (zero to three correct answers), transitional (four to seven correct), or formal reseanors (more than seven correct), Chi square analysis revealed a between online and on-campus students.

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