STATISTICS AND PROBABILITY 11

Name: ______________________________________ Date: ____________________

Grade: ______________________________________ Section: ___________________

Quarter: 4 Week: 5 MELCs: 1. Computes for the test statistic value (population proportion)
(M11/12SP-IVf-1); 2. Draws conclusion about the population proportion based on the test
statistic value and the rejection region (M11/12SP-IVf-2); and 3. Solves problems involving
test of hypothesis on the population proportion (M11/12SP-IVf-g-1)
⮚ Title of Textbook/LM to Study: Statistics and Probability
⮚ Chapter: _5_ Pages: 271-280 Topic: Testing Hypothesis Involving Population
Proportions
➢ Objectives:1. Computes for the test-statistic value of the population proportion.
2. Draws conclusion about the population proportion based on the test
statistic value and the rejection region.
3. Solves problems involving the test of hypothesis on the population
proportion.

Let Us Discover

In this lesson, you are going to learn how to compute the test-statistic value of
population proportion, draw conclusions about the population proportion based on the statistic
value and the rejection region, and solve problems involving the test hypothesis on the
population proportion.

To calculate the appropriate test-statistic value for the population proportion the
following formulas are needed:
𝑥
a. Sample proportion 𝑝̂ = 𝑛 where: 𝑝̂ is the sample proportion (read as “p hat)
x is the number of desired outcomes
n is the sample size
𝑝̂−𝑝0
b. Value of z-test statistic for population proportion: 𝑧 =
𝑝 (1−𝑝0 )
√ 0
𝑛

Where: z is the test statistic for the population proportion

𝑝̂ is the sample proportion
𝑝0 is the hypothesized population proportion
n is the sample size

It is necessary that in hypothesis testing, you give the correct conclusion and decision
to avoid error. In drawing the conclusion, you may apply the critical value approach. In this
approach, the computed test-statistic is compared with a critical value at a given significance
level. Please refer to the following table.

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 The concepts mentioned above are needed to solve problems involving hypothesis
testing. In solving problems for a test of hypothesis on the population proportion using the
critical value approach, follow these five (5) steps:
1. State the null and alternative hypotheses.
2. Choose the level of significance and determine if the test is two-tailed or one-tailed.
3. Calculate the appropriate test statistic.
4. Determine the critical value at a given significance level, draw the normal curve, and
identify the critical region or rejection region.
5. State your decision to either REJECT or FAIL TO REJECT the null hypothesis (𝐻0 ).
Finally, draw your conclusion.

Let Us Try
A

Activity 1. Fill Me Up!

Directions: Compute the test statistic. Fill in each blank with the appropriate
word/number/symbols to complete the statement.
Given:
1. 𝐻0 : The proportion of learners who plays online games is at most 85%. (𝑝 ≤ 0.85)
𝐻𝑎 : The proportion of learners who plays online games is more than 85%. (𝑝 > 0.85)

2. Level of significance: α =0.05, x = 66, n=75, 𝑝0 = 0.85

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 Solution:

3. Computed test statistic

𝑥 66
Sample proportion: 𝑝̂ = 𝑛 = 75 = 0.88

̂ −𝒑𝟎
𝒑 𝟎.𝟖𝟖−𝟎.𝟖𝟓 𝟎.𝟖𝟖−𝟎.𝟖𝟓
𝑧= = =
√𝒑𝟎 (𝟏−𝒑𝟎 ) √𝟎.𝟖𝟓(𝟏−𝟎.𝟖𝟓) √𝟎.𝟖𝟓(𝟎.𝟏𝟓)
𝒏 𝟕𝟓 𝟕𝟓

z = __________ (1)
4. The normal curve with corresponding critical value and computed test statistic
value(z-value)

___ (2) __ (3)

5. Decision: Since the computed test statistics z = ____ (4) is less than the critical
value z = ____ (5), we Fail to Reject the null hypothesis 𝐻0 .
Conclusion: Therefore, at ___ (6) level of significance, there is insufficient evidence
to claim that the proportion of learners who plays online games is at most
85%.

Let Us Do

Activity 2. Supportive Parents!

Problem: A sample of 300 parents of learners from Maliwanag High School were randomly
selected and 240 of them said they are willing to assist the schooling of their children
through Modular Distance Learning. Does this data provide sufficient evidence to
claim that less than 75% of parents indicated willingness to assist their children in
Modular Distance Learning? Use 𝛼 = 0.05. Complete the following table:

STEPS SOLUTION
1. State the null and alternative 𝐻0 : ____________________________________________________________
hypotheses. 𝐻𝑎 : ____________________________________________________________
2. Choose the level of 𝛼 = _________,
significance and determine if the Type of test: ____________
test is two-tailed or one-tailed.
3. Calculate the appropriate Given: x = ______, n = ________, 𝑝0 = ______
𝑥
test statistic. a. Sample proportion, 𝑝̂ = 𝑛

𝑝̂ = _______________________
𝑝̂−𝑝0
b. Compute the test-statistic, 𝑧 =
𝑝 (1−𝑝0 )
√ 0
𝑛

Z = _____________

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021

 STEPS SOLUTION
4. Determine the critical value at
a given significance level, draw
the normal curve and identify the
critical region or rejection region.

5. Decide whether to reject or Decision: Since the computed test statistic z = ___, is
fail to reject the null hypothesis. ________ than the critical value z = _____ or it does
Draw a conclusion. not fall in the rejection region, we ___________the
null hypothesis.
Conclusion: Therefore, at ____ significant level, there is
______ _________ evidence that the proportion of
parents who indicated willingness to assist their
children in Modular Distance ____________.

Let Us Apply

Activity 3. Be Wise!
Scenario: In a survey, 200 Senior High Students of Masagana High School were interviewed
if they want to get COVID-19 vaccine or not. Among the 200 respondents, 45
students confirmed to take the vaccine as soon as it is available. Test the
hypothesis that 20 % of the Senior High School students wants to get vaccinated
using 𝛼 = 0.01 as the level of significance. (Please use separate sheet for your
answer).

References

Belecina, Rene R., Baccay Elisa S., and Mateo, Efren B. Statistics and Probability.
Manila: Rex Bookstore, Inc., 2016

SSLM Development Team

Writer: Mary Jane V. Muyco
Evaluator: Joecel S. Rubinos
Illustrator: Mary Jane V. Muyco
Creative Arts Designer: Reggie D. Galindez
Education Program Supervisor - Mathematics: Zaida N. Abiera
Education Program Supervisor - Learning Resources: Sally A. Palomo
Curriculum Implementation Division Chief: Juliet F. Lastimosa
Asst. Schools Division Superintendent: Carlos G. Susarno, Ph. D.
Schools Division Superintendent: Romelito G. Flores, CESO V

GSC-CID-LRMS-ESSLM, v.r. 02.00, Effective April 21, 2021