An education major wanted to test the efficacy of teaching methods for the division of fractions. Two new methods along with the standard method were studied. Five teachers were trained in all methods and taught their assignmed methods to a total of twelve classes. Assignments were made in the following manner:
Teacher 1: Method A, Method A, Method B
Teacher 2: Method A, Method C
Teacher 3: Method A, Method B, Method C
Teacher 4: Method B, Method B
Teacher 5: Method A, Method B
The response was the different in a pre- and post-test score for the students in the classes.
Record your answers to the following questions. Discuss the answers with your group and submit your work.
Discuss what design approaches you would have used for this experiment; you can be flexible in the number of teachers you use, but keep the number of classes at 12. What are some of the shortcomings of the current approach? What difficulties will they cause in the analysis?