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
College for Television Home Study
E. Stromberg
1952
The author concludes that open-circuit TV is an effective means of reaching college credit students in their homes.
No Significant Difference
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Relative Effectiveness of Instruction by Films Exclusively, Films Plus Study Guides, and Standard Lecture Methods
A VanderMeer
1950
… 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 …
No Significant Difference
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A Study of the Contribution of Motion Pictures to the Educational Achievement in Nebraska High Schools
G. Scott
1949
…the difference in scores between the two groups was significantly less when standardized tests were used as measures of achievement.
No Significant Difference
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Relative Effectiveness of Instruction of Films Exclusively, Films Plus Study Guides, and Standard Lecture Methods
A VanderMeer
1946
…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…
No Significant Difference
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Radio and the School
N. Woelfel
I. Tyler
1945
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.
No Significant Difference
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A Comparison of Phonographic Recordings with Printed Motivation to Further Study
P. Rulon
1943
… showed no significant differences between the groups in terms of motivation to use supplementary reading material.
No Significant Difference
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Achievement of High School Students in Supervised Correspondence Study
L. Hanna
1940
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.
No Significant Difference
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A Study of Aural Learning With and Without the Speaker Present
J. Loder
1937
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.
No Significant Difference
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Comparative Abilities of Extension and Non-Extension Students
H. Sorenson
1936
[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…
No Significant Difference
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Correspondence and Class Extension Work in Oklahoma
R. Crump
1928
no differences in test scores of college classroom and correspondence study students enrolled in the same subjects.
No Significant Difference
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