Republic of the Philippines

CATANDUANES STATE UNIVERSITY

College of Arts and Sciences
Virac, Catanduanes

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- CatSU College of Arts and

Sciences
 Republic of the Philippines
CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

Chapter 5
HYPOTHESIS TESTING

Introduction
A test of hypothesis is a method of using sample data to decide between two
competing claims (hypotheses) about a population characteristic. It concerns itself with
the decision-making rules for choosing alternatives while controlling and minimizing
the risks of wrong decisions.
Once a hypothesis has been formulated, we need a method for evaluating the
sample data to determine whether Ho should be accepted or rejected. The decision
rule that we use for this purpose is called a test procedure.
The hypothesis testing procedure is simple a decision rule that specifies for
every possible value of a statistic observable in a simple random sample of size n
whether the null hypothesis should be rejected or accepted. The set of possible values
of the sample statistic is referred to as the sample space. Therefore, the test procedure
divides the sample space into mutually exclusive parts called the acceptance region
and the rejection (or critical) region.
In carrying out a test of null hypothesis versus alternative hypothesis, the null
hypothesis will be rejected in favor of the alternative hypothesis only if the sample
evidence strongly suggests that Ho is false. If the sample does not contain such
evidence, Ho will not be rejected.
Two basic types of decision problems can be considered for hypothesis testing
procedures. The first problem is one in which we want to know whether the population
parameter has changed or differs from a particular value. Here, we are interested in
detecting whether the population parameter is either larger or smaller than a particular
value. The second type of hypothesis test is one in which we want to find out whether
1) the sample came from a population that has a parameter less than the hypothesized
value, or 2) from a population that has a parameter more than a hypothesized value.
These situations give rise to a one-tailed test. The type of test in which we want to
determine whether a population parameter has changed is referred to as two-tailed
test, since the null hypothesis can be rejected by observing a statistic that falls in either
of the two tails of the sampling distribution.
In summary, a one-tailed test of hypothesis is a test where the alternative
hypothesis specifies a one-directional difference from the parameter of interest while
a two-tailed test specifies a difference that can fall in either of the two tails of the
distribution. In other words, based on the alternative hypothesis, the one-tailed test is
directional, while the two-tailed test is non-directional.

One-tailed Test of Hypothesis Two-tailed Test of Hypothesis

a. 𝐻𝑜 : 𝜇 = 21 vs. 𝐻𝑎 : 𝜇 > 21 (Right-Tailed) a. 𝐻𝑜 : 𝜇 = 21 vs. 𝐻𝑎 : 𝜇 ≠ 21
b. 𝐻𝑜 : 𝜇 = 21 vs. 𝐻𝑎 : 𝜇 < 21 (Left-Tailed) b. 𝐻𝑜 : 𝜇1 = 𝜇2 vs. 𝐻𝑎 : 𝜇1 ≠ 𝜇2
c. 𝐻𝑜 : 𝜇1 = 𝜇2 vs. 𝐻𝑎 : 𝜇1 > 𝜇2 (Right-Tailed)
d. 𝐻𝑜 : 𝜇1 = 𝜇2 vs. 𝐻𝑎 : 𝜇1 < 𝜇2 (Left-Tailed)

What is a Hypothesis?
 A hypothesis is a claim or statement about the population parameter
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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

 Examples of parameters are population mean and population

proportion
 The parameter must be identified before analysis

Example of Hypothesis
1. The mean body temperature for patients admitted to elective surgery is not
equal to 370C.
The parameter of interest here is μ which is the mean body temperature for
patients admitted to elective surgery.
2. The proportion of registered voters in Quezon City favoring Candidate A
exceeds 0.60.
The parameter of interest here is p which is the proportion of registered voters
in Quezon City favoring Candidate A.

Lesson 5.1 Components of a Formal Hypothesis Test

Null Hypothesis
 denoted by Ho
 the statement being tested
 it represents what the experimenter doubts to be true
 must contain the condition of equality and must be written with the symbol =,
≤, or ≥.

Example of Null Hypothesis

The null hypothesis corresponding to the common belief that the mean body
temperature is 37°𝐶 is expressed as

Ho: 𝜇 = 37°𝐶

We test the null hypothesis directly in the sense that we assume it is true and
reach a conclusion to either reject Ho or fail to reject Ho.

Alternative Hypothesis

 denoted by Ha
 Is the statement that must be true if the null hypothesis is false
 the operational statement of the theory that the experimenter believes to be true and
wishes to prove
 Is sometimes referred to as the research hypothesis

Example in Stating your Hypothesis

State the null and alternative hypotheses for each conjecture.

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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

a. If you believe that your brand of refrigerator lasts longer than the mean of 14 years for
other brands, state the claim that > 14 , where 𝜇 is the mean life of your refrigerators.
b. An engineer hypothesizes that the mean number of defects can be decreased in a
manufacturing process of compact disks by using robots instead of humans for certain
tasks. The mean number of defective disks per 1000 is 18.
c. A psychologist feels that playing soft music during a test will change the results of the
test. The psychologist is not sure whether the grades will be higher or lower. In the
past, the mean of the scores was 73.

Solution:
a. 𝐻𝑜 : 𝜇 = 14 and 𝐻𝑎 : 𝜇 > 14
b. 𝐻𝑜 : 𝜇 = 18 and 𝐻𝑎 : 𝜇 < 18
c. 𝐻𝑜 : 𝜇1 = 73 and 𝐻𝑎 : 𝜇1 ≠ 73

Some Notes:
 In this context of trying to support the goal of the research, the alternative hypothesis
is sometimes referred to as the research hypothesis.
 Also in this context, the null hypothesis is assumed true for the purpose of conducting
the hypothesis test, but it is hoped that the conclusion will be rejection of the null
hypothesis so that the research hypothesis is supported.

Lesson 5.2 Type I and Type II Error

There are two kinds of errors that can be made in significant testing. The type I error
(alpha error), considers a conclusion that is drawn stating that the null hypothesis FALSE
when in fact it is TRUE. This means that a true hypothesis can be incorrectly rejected. This
probability of a Type I error is called the significance level and is usually set by a researcher.
On the other hand, the type II error (beta error) occurs when the hypothesis is not rejected
when in fact it is false.

True State of Null Hypothesis

Statistical Decision
Ho: True Ho: False
Reject Ho Type I Error Correct
Do not reject Ho Correct Type II Error

Lesson 5.3 Hypothesis Tests Terminologies

Level of Significance

The level of significance is the maximum probability of committing a type I error.

This
probability is symbolized by α (Greek letter alpha). That is, P(type I error)=α.
Statisticians generally agree on using three arbitrary significance levels: the 0.10, 0.05,
and 0.01 levels. That is, if the null hypothesis is rejected, the probability of a type I
error will be 10%, 5%, or 1%, depending on which level of significance is used. Here
is another way of putting it: When 𝛼 = 0.10, there is a 10% chance of rejecting a true
null hypothesis; when 𝛼 = 0.05, there is a 5% chance of rejecting a true null
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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

hypothesis; and when 𝛼 = 0.01, there is a 1% chance of rejecting a true null

hypothesis.

Test Statistic

A test statistic is a quantity calculated from the sample data. It is used to decide
whether or not the null hypothesis should be rejected in a hypothesis test. The choice of the
test statistic will depend on the assumed probability model and the hypothesis under
consideration. The Z-test, t-test, chi-square test, F-test, and ANOVA are examples of test
statistic.

Critical or Tabular Value

The critical or tabular value for a hypothesis test is a threshold to which the
value of the test statistic in a sample is compared to determine whether or not the null
hypothesis is rejected. The critical value can be on the right side of the mean or on the
left side of the mean for a one-tailed test. Its location depends on the inequality sign
of the alternative hypothesis. For example, in situation A, where the alternative
hypothesis is 𝐻𝑎 : 𝜇 > 14. Since the inequality sign is >, the null hypothesis will be
rejected only when the sample mean is significantly greater than 14. Hence, the critical
value must be on the right side of the mean.

Critical Region or Rejection Region

The critical region or rejection region is a set if values if the test statistic for which the
null hypothesis is rejected in a hypothesis test; that is, the sample space for the test statistic
is partitioned into regions. The critical region will lead us to reject the hull hypothesis and
accept the other region represented by the alternative hypothesis. Therefore, if the observed
values of the test statistic is a member of the critical region, we conclude “reject Ho.” If it is not
a member of the critical region, then we can conclude “do not reject Ho.”

The p-value - the smallest level of significance at which Ho will be rejected based on
the information contained in the sample.
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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

An alternative form of decision rule (based on the p-value) is to reject Ho if the p-value
is less than or equal to the level of significance (𝛼).

Example of Making Decisions Using the p-value

If the level of significance 𝛼 = 0.05

p-value Decision
0.01 Reject Ho
0.05 Reject Ho
0.10 Do not reject Ho

Lesson 5.4 Steps in Hypothesis Testing

1. Formulate the null and alternative hypotheses.

2. Specify the level of significance and decide whether a one-tailed test or a two-tailed
test shall be used.
3. Decide the test statistic to be used. Find the critical or tabular value.
4. Compute for the value of the test statistic using the data from the population and the
sample.
5. Make a decision
a. If decision rule is based on region of rejection: Check if the test statistic falls in
the region of rejection. If yes, reject Ho.
b. If decision rule is based on p-value: Determine the p-value. If the p-value is less
than or equal to 𝛼, reject Ho.
6. State the conclusion

Figure 1
Procedure for
Finding p value
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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

*Important Note:
Accept/Fail to Reject
A few textbooks continue to say “accept the null hypothesis” instead of “fail to reject
the null hypothesis.” The term accept is somewhat misleading, because it seems to imply
incorrectly that the null hypothesis has been proved, but we can never prove a null hypothesis.
The phrase fail to reject says more correctly that the available evidence isn’t strong enough to
warrant rejection of the null hypothesis. In this text we use the terminology fail to reject the null
hypothesis, instead of accept the null hypothesis.

Figure 2
Wording of Final Conclusion
 Republic of the Philippines
CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

Exercise 5A
1. Define null and alternative hypotheses, and give an example of each.
2. What symbols are used to represent the null hypothesis and the alternative
hypothesis?
3. What is meant by a type I error? A type II error? How are they related?
4. In hypothesis testing, why can’t the hypothesis be proved true?
5. For each conjecture, state the null and alternative hypotheses.
a. The average age of community college students is 24.6 years.
b. The average age of attorneys is greater than 25.4 years.
c. The average score of high school basketball games is less than 88.
d. The average pulse rate of male marathon runners is less than 70 beats
per minute.
e. The average weight loss for a sample of people who exercise 30 minutes
per day for 6 weeks is 8.2 pounds.
6. Given the following value of alpha (𝛼), decide whether to reject or do not reject the null
hypothesis (H o)

Level of Significance p-value Decision

0.01 0.04
0.05 0.03
0.05 0.05
7% 0.09
10% 0.10
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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

Lesson 5.5 The z-Test Formulas

If the sample size is 30 or morte sample units, we shall use the z-test formulas, as
follows:
A. z-Test using One-sample Mean

(𝑥̅ −𝜇)√𝑛
𝑧=
𝑠

where: 𝜇 = established population mean

𝑥̅ = sample mean
s = sample strandard deviation
n = number of samples

B. z-Test using Two-sample Means

𝑥̅ 1 −𝑥̅ 2
𝑧=
𝑠 2 𝑠 2
√1 +2
𝑛1 𝑛2

where: 𝑥̅1 = sample mean for group 1

𝑥̅2 = sample mean for group 2
𝑠1 2 = sample variance for group 1
𝑠2 2 = sample variance for group 2
𝑛1 = number of subjects in group 1
𝑛2 = number of subjects in group 2

Lesson 5.5.1 Applications of z-Test

Z-test Using One-Sample Mean

Example:
A manufacturer claims that the average life of batteries used in their electronic games
is 150 hours. It is known that the standard deviation of this type of battery is 20 hours. A
consumer wishes to test the manufacturer’s claim and accordingly tests 100 electronic games
using this battery and found out that the mean life is equal to 169 hours. Test the hypothesis
by using a level of significance 𝛼 = 5%.

Solutions:
Given:
𝜇 = 150 hours 𝑥̅ = 169 hours
𝑠 = 20 hours 𝑛 = 100 electronic games
Since the population standard deviation is known and the sample size is greater than
30, the z-test will be used.
To have a better understanding of the application of this test, we shall present both
the one-tailed and two-tailed tests.
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CATANDUANES STATE UNIVERSITY
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Virac, Catanduanes

A. One-Tailed Test Using One-Sample Mean

Step 1. State the null and alternative hypothesis

Ho: The average life of batteries used in electronic games is equal to 150 hrs.
(𝐻𝑜 : 𝜇 = 150)
Ha: The average life of batteries used in electronic games is greater than 150 hrs
(𝐻𝑎 : 𝜇 > 150)
Step 2. Specify the level of significance. Use 𝛼 = 0.05.
Step 3. Determine the test statistic to be used and the tabular z-value.
z-test using one-sample mean shall be used since 𝑛 = 100 (𝑛 ≥ 30). At 𝛼 =
0.05 , the tabular z-value is ±1.645 for a one-tailed test.
Step 4. Determine the computed z-value.
(𝑥̅ −𝜇)√𝑛
Computed 𝑧 =
𝑠
(169−150)√100
=
20
19(10) 190
= =
20 20
Computed 𝑧 = 9.5
Step 5. Decision Rule: Reject Ho if computed z-value is greater than or equal to the tabular
value. Otherwise, do not reject.
Decision: Since the computed value is greater than the tabular value, we reject the
null hypothesis.
Step 6. Conclusion: The manufacturer’s claim that the average life of its batteries at 150
hours is not true at 𝛼 = 0.05.

B. Two-Tailed Test Using One-Sample Mean

Step 1. State the null and alternative hypothesis

Ho: The average life of batteries used in electronic games is equal to 150 hours.
(𝐻𝑜 : 𝜇 = 150)
Ha: The average life of batteries used in electronic games is greater than 150 hours.
(𝐻𝑎 : 𝜇 ≠ 150)
Step 2. Specify the level of significance. Use 𝛼 = 0.05.
Step 3. Determine the test statistic to be used and the tabular z-value. Z-test using one-
sample mean shall be used since 𝑛 = 100 (𝑛 ≥ 30). At 𝛼 = 0.05, the tabular z-value
is ±1.96 for a two-tailed test.
Step 4. Determine the computed z-value.
(𝑥̅ −𝜇)√𝑛
Computed 𝑧 =
𝑠
(169−150)√100
=
20
19(10) 190
= =
20 20
Computed 𝑧 = 9.5

Step 5. Decision Rule: Reject Ho if computed z-value is greater than or equal to the tabular
value. Otherwise, do not reject.
Decision: Since the computed value is greater than the tabular value, we reject the
null hypothesis.
Step 6. Conclusion: The manufacturer’s claim that the average life of its batteries at 150
hours is not true at 𝛼 = 0.05.
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CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

z-test using Two-Sample Means

Example:
A bank is opening a new branch in one of two neighborhoods. One of the factors
considered by the bank was whether the average monthly family income (in thousand pesos)
in the two neighborhoods differed. From census records, the bank drew two random samples
of 100 families each and obtained the following information:
Neighborhood
Sample A Sample B
𝑥̅1 = 10,800 𝑥̅2 = 10,300
𝑠1 = 300 𝑠2 = 400
𝑛1 = 100 𝑛2 = 100

The bank wishes to test the null hypothesis that the two neighborhoods are the same
mean income. What should the bank conclude? Test the hypothesis using 𝛼 = 0.05.
Solutions: For the purpose of discussion, we present both the one-tailed and the two-tailed
tests in solving the problem.

One-Tailed using Two-Sample Means

Step 1. State the null and alternative hypothesis

Ho: The average income in the two neighborhoods, A and B, are equal
(𝐻𝑜 : 𝜇1 = 𝜇2 )
Ha: The average income of neighborhood A is higher than that of neighborhood B.
(𝐻𝑎 : 𝜇1 > 𝜇2 )
Step 2. Specify the level of significance. Use 𝛼 = 0.05.
Step 3. Determine the test statistic to be used and the tabular z-value. z-test using two-sample
means shall be used since 𝑛1 and 𝑛2 are both equal to 100 𝑛 ≥ 30. At 𝛼 = 0.05, the
tabular z-value is ±1.645 for a one-tailed test.
Step 4. Determine the computed z-value.
𝑥̅ 1 −𝑥̅ 2
Computed 𝑧 =
𝑠 2 𝑠 2
√1 +2
𝑛1 𝑛2

10,800−10,300
= 2 2
√300 +400
100 100

500
=
√900+1,600
500
=
50
Computed 𝑧 = 10

Step 5. Decision: Since the computed value is greater than the tabular value, we reject the
null hypothesis.
Step 6. Conclusion: The average family income of neighborhood A is higher than that of
neighborhood B at 𝛼 = 0.05.

Two-Tailed Test Using Two-Sample Means

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Step 1. State the null and alternative hypothesis

Ho: The two neighborhoods have the same average family income.
(𝐻𝑜 : 𝜇1 = 𝜇2 )
Ha: The two neighborhoods, A and B, do not have the same average family income.
(𝐻𝑎 : 𝜇1 ≠ 𝜇2 )
Step 2. Specify the level of significance. Use 𝛼 = 0.05.
Step 3. Determine the test statistic to be used and the tabular z-value. z-test using two-sample
means shall be used since 𝑛1 and 𝑛2 are both equal to 100 𝑛 ≥ 30. At 𝛼 = 0.05, the
tabular z-value is ±1.96 for a two-tailed test.
Step 4. Determine the computed z-value.
𝑥̅ −𝑥̅
Computed 𝑧 = 12 2 2
𝑠 𝑠
√1 +2
𝑛1 𝑛2

10,800−10,300
= 2 2
√300 +400
100 100

500
=
√900+1,600

500
=
50
Computed 𝑧 = 10

Step 5. Decision: Since the computed value is greater than the tabular value, we reject the
null hypothesis.
Step 6. Conclusion: The two neighborhoods, A and B, do not have the same average family
income at 𝛼 = 0.05.

Lesson 5.6 The t-Test Formulas

When the sample size is less than 30 sample units, we shall use the t-test formulas,
as follows.

A. t-Test using One-Sample Mean

(𝑥̅ −𝜇)√𝑛
𝑡= 𝑠
where: 𝜇 = established population mean
𝑥̅ = sample mean
s = sample strandard deviation
n = number of samples
B. t-Test using Two-Sample Means
𝑥̅1 − 𝑥̅2
𝑡=
[𝑠 2 (𝑛 −1)]+[𝑠2 2 (𝑛2 −1)] 1 1
√[ 1 1[𝑛 ]−2
][ + ]
1 +𝑛2 𝑛1 𝑛2

where: 𝑥̅1 = sample mean for group 1

𝑥̅2 = sample mean for group 2
𝑠1 2 = sample variance for group 1
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CATANDUANES STATE UNIVERSITY
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Virac, Catanduanes

𝑠2 2 = sample variance for group 2

𝑛1 = number of subjects in group 1
𝑛2 = number of subjects in group 2

Lesson 5.6.1 Applications of t-Test

A. t-test Using One-Sample Mean

Example:
The personnel department of a company developed an aptitude test for a certain group
of semi-skilled workers. The individual test scores were assumed to be normally distributed.
The department asserted a tentative hypothesis that the arithmetic mean grade obtained by
this group of semi-skilled workers is 100. It was agreed that this hypothesis would be subjected
to a two-tailed test at 5% level of significance. The aptitude test was given to a sample of 16
semi-skilled workers and the results are:
𝑥̅ = 94 𝑠=5 𝑛 = 16 𝜇 = 100
Is the personnel department’s tentative hypothesis correct at 𝛼 = 5%?

Solution: Since the sample size is less than 30 units, we shall use the t-test using one-sample
mean.
Step 1. State the null and alternative hypothesis.
Ho: The arithmetic mean obtained by the semi-skilled workers is 100.
(𝐻𝑜 : 𝜇 = 100)
Ha: The arithmetic mean obtained by the semi-skilled workers is not equal to 100.
(𝐻𝑎 : 𝜇 ≠ 100)
Step 2. Specify the level of significance. Use 𝛼 = 0.05.
Step 3. Determine the test statistic to be used and the degrees of freedom (df)
𝑑𝑓 = 𝑛 − 1 (for one-sample mean)
𝑑𝑓 = 𝑛1 + 𝑛2 − 2 (for two groups of samples)
The t-test using one-sample mean shall be used since 𝑛 = 16 (𝑛 < 30). At 𝛼 = 0.05,
and 𝑑𝑓 = 𝑛 – 1 = 16 – 1 = 15, the t-tabular value is ±2.131 for a two-tailed test.
Step 4. Compute the value of t.
(𝑥̅ −𝜇)√𝑛
Computed 𝑡 =
𝑠
(94−100)√16
=
5
−6(4)
=
5
Computed 𝑡 = −4.80

Step 5. Make the decision.

Since the |computed 𝑡 = −4.80| > |𝑡𝑎𝑏𝑢𝑙𝑎𝑟 𝑣𝑎𝑙𝑢𝑒 = ±2.131|, we shall reject
the null hypothesis.
Step 6. Conclusion
At 5% level of significance with 𝑑𝑓 = 15, the arithmetic mean of 100 obtained
by the semi-skilled workers is not true.

B. t-test Using Two-Sample Mean

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Virac, Catanduanes

Example: A taxi company is trying to determine whether the use of radial tires and
belted tires provide the same fuel consumption. Twelve cars were driven twice over a
prescribed test course; and for each test a car used a different type of tire (radial or belted) in
random order. The data obtained were recorded, as follows:
Type of Wire 𝑥̅ s
Radial 5.75 1.10
Belted 5.61 1.30

At 0.05 level of significance, can we conclude that cars equipped with radial tires and
belted tires provide the same fuel consumption? Assume that the data are normally distributed.

Solution:
Step 1. State the null and alternative hypothesis.
Ho: There is no significant difference on the fuel consumption of cars using radial and
belted tires.
(𝐻𝑜 : 𝜇1 = 𝜇2 )
Ha: There is no significant difference on the fuel consumption of cars using radial and
belted tires.
(𝐻𝑎 : 𝜇1 ≠ 𝜇2 )
Step 2. Specify the level of significance. Use 𝛼 = 0.05.
Step 3. Determine the test statistic to be used and the degrees of freedom (df).
The t-test using two-sample mean shall be used since 𝑛1 and 𝑛2 are both 12 , (n < 30)
for a two-tailed test. At 𝛼 = 0.05 using the degrees of freedom of 22 based on 𝑑𝑓 = 𝑛1 +
𝑛2 – 2 = 12 + 12 – 2 = 22, we obtain the t-tabular value of ±2.074 for a two-tailed test.

Step 4. Compute the value of t.

𝑥̅ 1 −𝑥̅ 2
Computed 𝑡 =
[𝑠 2 (𝑛 −1)]+[𝑠22 (𝑛2−1)] 1 1
√[ 1 1 ][𝑛 +𝑛 ]
[𝑛1 +𝑛2 ]−2 1 2

5.75−5.61
=
[(1.10)2 (12−1)]+[(1.3)2(12−1)] 1 1
√[ ][12+12]
[12+12]−2

0.14
=
13.31+18.59 1
√[ ][6]
22

0.14
=
31.90 1
√[ ][ ]
22 6

0.14
=
√(1.45)(0.1667)
0.14
=
√0.2417
0.14
=
0.4916
Computed 𝑡 = 0.2848
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Virac, Catanduanes

Step 5. Decision
Since the |computed 𝑡 = 0.2848| < |𝑡𝑎𝑏𝑢𝑙𝑎𝑟 𝑣𝑎𝑙𝑢𝑒 = ±2.131|, we shall not
reject the null hypothesis.
Step 6. Conclusion
There is no significant difference on the fuel consumption of cars using the
radial tires and the belted tires at 𝛼 = 0.05, with 𝑑𝑓 = 22.

Exercise 5B
A. z-test Using One-Sample Mean

1. The amount of coffee dispensed by a vending machine is assumed to be normally

distributed. A vendor claims that the mean amount of coffee dispensed by the machine
is 6 ounces per cup. The office manager doubted this claim. He randomly selected
thirty-six cups of coffee from this machine and recorded the amount of coffee dispense
in each. The sample mean was 5.8 ounces with a standard deviation of 0.8 ounce. Do
the data provide sufficient evidence to indicated that the mean amount of coffee
dispensed is less than 6 ounces per cup? Test the hypothesis at 0.05 level.

2. In a particular community, it is claimed that the mean household water usage for a
particular month is 45 cubic meters. The following year, a countrywide water
conservation campaign was conducted. Fifty homes were randomly selected and
found that the mean consumption is 47 cubic meters with a standard deviation of 2.5
cubic meters. Is there enough evidence to accept the claim that the mean household
water usage per month is 45 cubic meters at 0.01 level.

B. t-test Using One-Sample Mean

1. A nationwide survey found out that the average time that college students spent on
their personal computers is 7.5 hours per week. A random sample of 28 college
students showed that they spent 7.1 hours per week using their computers with a
standard deviation of 0.7 hour. Test whether the average number of hours spent by
college students is significantly lower than the national average of 7.5 hours. Use 0.05
level.
2. A TV manufacturer claims that the life span of its regular TV sets is 12 years with a
standard deviation of 1.2 years. Using a random sample of their 20 TV sets, the
average life span is found to be 11.2 years. Test the hypothesis that the T sets’ life
span of 12 years as claimed by the manufacturer is true at 0.05 level.

C. Z-test Using Two-Sample Means

1. Recorded speech can be compressed and played back at a faster rate. A paper gave
the results of a study designed to test comprehension of time-compressed speech.
Fifty students listened to a 60-minute lecture and took a comprehensive test. Another
50 students heard the same lecture time-compressed to 40 minutes. The sample mean
and the standard deviation of comprehension scores for the normal speed group were
9.18 and 4. 59, respectively, and those for the time-compressed group were 6.34 and
4.93, respectively. Use 0.01 to determine whether the two-mean comprehension
scores for students hearing a time-compressed lecture is significantly lower than the
true mean score for students who hear a lecture a normal speed.
2. Job satisfaction as a function of work schedule was investigated in two different
factories. In this factory, the employees are on fixed shift system while in the second
factory, the workers have rotating shift system. Using the data in the table below,
 Republic of the Philippines
CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes

determine if there is a significant difference in job satisfaction between the two groups
of workers. Use 0.01 level.

Work Schedule 𝑥̅ s n
Fixed Shift 7.29 3.12 49
Rotating Shift 6.08 2.96 42

D. t-test Using Two-Sample Means

1. In a study of usage of instant coffee by a simple random of 10 rural families, the
consumption of such coffee was found to have an arithmetic mean of 30 ounces per
family every month with a standard deviation of 5 ounces. In another similar study for
17 urban families, consumption was found to average 28 ounces with a standard
deviation of 4 ounces. A 0.01 level of significance, would you conclude that there was
a statistically significant difference in the sample averages of consumption of instant
coffee between the rural and the urban families.

2. A study was conducted to examine the relationship between attitudes towards

mathematics and success at college level mathematics. Twenty men and twenty-five
women were identified as being at high risk of failure. Each student was asked to
respond to a series of questions, and then answers were used to obtain a math anxiety
score. Summary values appear in the table below. Test the hypothesis using a 0.05
level of significance.

Gender 𝑥̅ s n
Men 20 35.5 11.9
Women 25 36.6 12.3
Republic of the Philippines
CATANDUANES STATE UNIVERSITY
College of Arts and Sciences
Virac, Catanduanes