Optimizing Educational Research Through Balanced Incomplete Block Designs (BIBD)S

Opara; P. N.; Aharanwa; B. C.

doi:10.56201/ijasmt.vol.12.no6.2026pg35.45

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Optimizing Educational Research Through Balanced Incomplete Block Designs (BIBD)S

Opara, P. N., Aharanwa, B. C.

Abstract

In this study we identified four methods of teaching business mathematics as graphical, completing the square, factorization and formula methods as used in teaching four groups of students. This study compared the methods to determine whether they have significant effect on students’ ability to solve business mathematics and also, whether the student groups have effect on their performance. The data used are secondary data collected from the department of Statistics, Imo State Polytechnic Omuma. The Balanced Incomplete Block Design was used to layout the experiment and analysis of variance was performed on the data using R studio version 4.3.3. From the result of our analysis, the p-value for block (students’ group) is 0.1109 and p-value for the treatment (teaching methods) is 0.4744. Both hypothesis tests showed that there is no significant difference in the effect of the four teaching methods and student group on their performance. However, before performing the analysis, the assumptions test was administered on the data-set to know if it is right to use the chosen statistical tool used in the analysis. All the assumption tests are all in favour of the chosen statistical tool. The researchers also recommend the use of other methods like partial incomplete block design to compare the result obtained from using BIBD method.

Keywords

BIBDRstudioFactorizationExperimentANOVA

References

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Optimizing Educational Research Through Balanced Incomplete Block Designs (BIBD)S

Abstract

Keywords

References

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