Technology for teaching statistics The Brigham Young University (BYU) statistics department is performing experiments to compare teaching methods. Response variables include students’ final-exam scores and a measure of their attitude toward statistics. One study compares two levels of technology for large

lectures: standard (overhead projectors and chalk) and multimedia. There are eight lecture sections of a basic statistics course at BYU, each with about $200$students. There are four instructors, each of whom teaches two sections. Suppose the sections and lecturers are as follows:

(a) Suppose we randomly assign two lecturers to use standard technology in their sections and the other two lecturers to use multimedia technology. Explain how this could lead to confounding.

(b) Describe a better design for this experiment.

The Brigham Young University (BYU) statistics department is performing experiments to compare teaching methods.

Two levels of technology are compared for large lectures: standard and multimedia. There are eight lecture sections, each with$200$students. There are four instructors.

Assume we assign two lecturers randomly to standard technology and other two lecturers to use multimedia technology. Different lecturers will have different teaching styles it will ultimately affect final scores. In this way, we won't be able to distinguish teaching style and technology. There will no assurance regarding differences due to technology.

The best design would be to assign each teacher to deliver one lecture using standard technology and other using multimedia.

Hence, there are four blocks, one for each teacher.

As they are taught by same teacher, variability would be diminished.