Randomized Block & Matched Pairs Design (College Board AP® Statistics)

Revision Note

Mark Curtis

Expertise

Maths

Randomized block design

What is a block?

  • A block is group of experimental units who have something in common (are similar) that may affect how they respond to a treatment

    • e.g. a group of participants who are smokers

  • Blocking is the act of dividing up the experimental units into different blocks

    • e.g. separating participants out into smokers and non-smokers

      • 'smoking or not' is the blocking variable

  • Blocking should only be done if the researcher believes the blocking variable could affect the results

Why is blocking used?

  • How experimental units respond to treatments varies naturally due to many different factors (variables)

    • e.g. age, diet, weight, ....

  • Blocking allows natural variations in responses to treatments to be distinguished from those variations that were due to the blocking variable

    • It removes the blocking variable from the list of interfering factors

      • which gives a clearer picture of the effectiveness of the treatment

      • and makes any differences between treatments more distinguishable

What is a randomized block design?

  • An experiment that has a randomized block design is one in which

    • experimental units are separated out into blocks

      • based on an identified blocking variable that could cause an issue

    • then experimental units are randomly assigned the different treatments within each block

      • Common methods for randomly assigning treatments can be used in each block

      • e.g. using random number generators

  • If an experiment has more than two treatments

    • each block needs to be randomly assigned all of the treatments

Is a randomized block design better than a completely randomized design?

  • In general, a randomized block design is better than a completely randomized design

    • making it easier to distinguish the effectiveness of the treatment

      • from any differences caused by the blocking variable

  • However, completely randomized designs should be used

    • if blocking variables are unknown

    • or if the sample size is very large

      • because larger samples tend to introduce more blocking variables

      • which means more blocking is required

      • which ends up reducing the sample size within each block

Matched pairs design

What is a matched pairs design?

  • A matched pairs design is a special type of randomized block design

    • The blocks have only two experimental units each (a pair)

    • which are matched either naturally or by the researcher based on some common factor

      • e.g. matching pairs of individuals who have similar heights

      • The blocking variable here is height

  • The experiment has two treatments

    • These are randomly assigned within each pair

      • One of the pair receives the first treatment, the other receives the second

Exam Tip

Exam questions may use the word pairing instead of blocking.

How do I randomly assign treatments to each pair?

  • One way is to use a random number generator as follows

    • Label one of the pair as 1 and the other as 2

    • Use a random number generator to generate a number between 1 and 2

    • Give the first treatment to the experimental unit whose number is selected

    • Given the second treatment to the experimental unit whose number was not selected

Is a matched pair design better than a completely randomized design?

  • A matched pair design is better than a completely randomized design

    • as it makes it easier to distinguish the effectiveness of the treatment

      • by removing any effects due to the blocking variable

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Mark Curtis

Author: Mark Curtis

Mark graduated twice from the University of Oxford: once in 2009 with a First in Mathematics, then again in 2013 with a PhD (DPhil) in Mathematics. He has had nine successful years as a secondary school teacher, specialising in A-Level Further Maths and running extension classes for Oxbridge Maths applicants. Alongside his teaching, he has written five internal textbooks, introduced new spiralling school curriculums and trained other Maths teachers through outreach programmes.