Statistics & Probability

Quarter 2 – Module 11: Hypothesis Testing

First Edition, 2020

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Published by the Department of Education Division of Pasig City

Development Team of the Module

Writer: Analyn A. Yabut

Presenter: Lovely S. Reyes
Editors: Nenet M. Peñaranda
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Illustrator: Edison P. Clet
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Management Team: Ma. Evalou Concepcion A. Agustin
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Statistics & SENIOR
HIGH

Probability SCHOOL

Module

Hypothesis Testing 11
Quarter 2
Introductory Message

For the facilitator:

Welcome to the (Statistics & Probability with Grade 11) Module on

(Hypothesis Testing) !

This module was collaboratively designed, developed and reviewed by educators from
Schools Division Office of Pasig City headed by its Officer-In-Charge Schools Division
Superintendent, Ma. Evalou Concepcion A. Agustin in partnership with the Local
Government of Pasig through its mayor, Honorable Victor Ma. Regis N. Sotto.
The writers utilized the standards set by the K to 12 Curriculum using the Most
Essential Learning Competencies (MELC) while overcoming their personal, social,
and economic constraints in schooling.

This learning material hopes to engage the learners into guided and independent
learning activities at their own pace and time. Further, this also aims to help learners
acquire the needed 21st century skills especially the 5 Cs namely: Communication,
Collaboration, Creativity, Critical Thinking and Character while taking into
consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Moreover, you are expected to encourage and assist the learners
as they do the tasks included in the module.
For the learner:

Welcome to the Business Mathematics Module on (Problem Solving)!

The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning material while being an active learner.

This module has the following parts and corresponding icons:

Expectation - These are what you will be able to know after completing the
lessons in the module

Pre-test - This will measure your prior knowledge and the concepts to be
mastered throughout the lesson.

Recap - This section will measure what learnings and skills that you
understand from the previous lesson.

Lesson- This section will discuss the topic for this module.

Activities - This is a set of activities you will perform.

Wrap Up- This section summarizes the concepts and applications of the
lessons.

Valuing-this part will check the integration of values in the learning

competency.

Post-test - This will measure how much you have learned from the entire
module. Ito po ang parts ng module
 EXPECTATION

Learning Objective
At the end of the learning episode, you are expected to:

1. Solve problems involving test of hypothesis on the population proportion.

PRETEST

Direction: Choose the letter of the correct answer.

1. The rejection probability of Null Hypothesis when it is true is called as_____.

A. Level of Confidence C. Level of margin
B. Level of Significance D. Level of Rejection
2. Which of the following is defined as the rule or formula to test a Null
Hypothesis?
A. Test statistic C. Variance statistic
B. Population statistic D. Null statistic
3. Suppose that we reject a null hypothesis at the 5% level of significance. For
which of the following levels of significance do we also reject the null
hypothesis?
A. 6% B. 2.5% C. 4% D. 3%
̂
4. In a random sample of 1000 students, 𝑃 = 0.80 or 80% were in favor of longer
hours at the school library. The standard of error of sample proportion is ___.

A. 0.013 B. 0.160 C. 0.640 D. 0.800

5. In a test of Ho: p = 0.4 against Ha: p ≠ 0.4, a sample size 100 produces
Z = 1.28 for the value of the test statistic. Thus, the p-value of the test is
approximately equal to:
A. 0.90 B. 0.40 C. 0.05 D. 0.20

RECAP
 The steps to perform a test of proportion using the critical value approval
are as follows:

1. State the null hypothesis H0 and the alternative hypothesis Ha.

2. Calculate the test statistic.
3. Determine the critical region.
4. Decide based on the result.
5. Make a conclusion. Determine if the test statistic falls in the critical region.
If it does, reject the null hypothesis. If it does not, do not reject the null
hypothesis.

LESSON

Problem Solving Hypothesis Testing on Population Proportion.

When we have real world data on population proportions we will have to learn
when a situation calls for testing a hypothesis about a population proportion,
conduct a hypothesis test and state a conclusion in context. We will interpret the P-
value as a conditional probability in the context of a hypothesis test. We will then
distinguish the difference between statistical significance from practical importance.

1. Newborn babies are more likely to be boys than girls. A random sample found
13,173 boys were born among 25,468 newborn children. The sample
proportion of boys was 0.5172. Is this sample evidence that the birth of boys
is more common than the birth of girls in the entire population? (Use 5% level
of significance)

Solution:
State the null and alternative hypothesis
Ho : p = 0.5
Ha : p > 0.5

The test statistic

 We will reject the null hypothesis Ho: p = 0.5 if 𝑷 ̂ > 𝟎. 𝟓𝟎𝟓𝟐 or equivalently
if Z > 1.645.
Here’s a picture of such a “critical region” (or rejection region) :

We reject the null hypothesis Ho: p = 0.5 because 𝑃̂ = 0.5172 > 0.5152
or equivalently since our test of statistic Z= 5.49 is greater than 1.645.

Conclusion: There is a sufficient evidence to conclude that boys are common than
girls in the entire population.

2. In 2012, 1,500 randomly selected pine trees in Baguio were tested for traces of
Bark Beetle infection. It was found that 153 of the trees showed such traces. Test
the hypothesis that more than 10% of the trees have been infected. (Use 5% level
of significance)

Solution:
We have that
State the null and alternative hypothesis:
153
Ho : p = 0.1 𝑝̂ = 1500 = 0.102
Ha : p > 0.

Test Statistic

0.102−0.1
𝑧= = 0.26
√0.1(0.9)
1500

Since Z c = 1.645, the rejection region is shown above. We see that 0.26 does not lie on the
rejected region, therefore we fail to reject the null hypothesis.

Conclusion: There is insufficient evidence to conclude that there is greater than

10% infested pine trees in Baguio.
3. Mr. Esperancilla asserts that fewer than 5% of the bulbs that he sells are
defective. Suppose 300 bulb are randomly selected each are tested and 10 defective
bulbs are found. Does this provide a sufficient evidence for him to conclude that
the fraction of defective bulbs is less than 0.05? Use α =0.01 and the p- value
approach.
State the null and alternative hypothesis.

• Ho: p = 0.05
• Ha: p < 0.05

Is the sample large enough for the Central limit theorem to apply?
With n= 300, the Central limit theorem applies.
level of significance α = 0.01
one-tailed

Calculate the z-statistic.

We first need to identify the sample proportion and standard deviation from the
information given in the problem. We see that:

10
𝑝̂ = 300 = 0.033

Using this information, the value of the test statistic is:

P0 =.05
1- P0 = 1 – 0.05 = 0.95

0.033−0.05
z =
0.05(0.95)
√
300

−0.017
= = -1.35
0.0475
√
300

So, p-value = P (z ≤ -1.35)

The area between z=0 and z=-1.35 is .4115.

P(z ≤ -1.35) = .05 - .4115

= .0885
That is p-value = .0885

Reject thee Ho if the computed probability value ≤ 0.01

Do not reject Ho if the computed probability value > 0.01

Conclusion: Since .0885 > 0.01, we cannot reject the null hypothesis Ho.
There is no sufficient evidence to reject Mr. Esperancilla’s statement.

ACTIVITIES

A. Direction: Choose letter of the best answer.

1. Is the proportion of babies born male different from 50%? In a sample of 200
babies, 96 were male. Test the claim using a level of significance of 1%.
A. Ho: p = 0.5 C. Ho: µ = 50
B. Ho: p = 50 D. Ho: µ = 96

2. When p-value is greater than α we:

A. Reject the Ho C. Fail to reject Ha
B. Fail to reject Ho D. Reject Ha

3. The purpose of hypothesis testing is to:

A. test how far the mean of a sample is from zero.
B. determine whether a statistical result is significant
C. determine the appropriate value of the significant level
D. derive the standard error of the data.

4.To test a hypothesis involving proportions, both np and n(1-p) should:

A. Be at least 60
B. Be greater than 5
C. Lie in range from 0 and 1
D. Be greater than 50

5. Given H0: µ = 25, Ha: µ ≠ 25, and P-value = 0.041. Do you reject or fail to reject
Ho at the 0.01 level of significance?
A. fail to reject Ho C. reject Ho
B. not sufficient information to decide D. reject Ha
 B. Solve the following problem and show your complete solution.

Increasing numbers of businesses are offering child-care benefits for their

workers. However, one union claims that more than 80% of firms still do not
offer any child-care benefits. A random sample of 500 companies is selected,
and only 80 of them offer child-care benefits. Test the union claim at α = 0.05.

WRAP–UP

What are the recommended steps in Testing Hypothesis on Population

Proportion?

5 Steps in Testing Hypothesis Involving Proportion

Step 1: Determine the hypotheses.
Step 2: Test – statistic
Step 3: Assess the evidence.
Step 4: Decide whether to reject or not to reject the null hypothesis.
Step 5: Give the conclusion.

VALUING

In research, you learned how to form a hypothesis. It is necessary to collect as many

observations as possible about the problem you are trying to examine. As you grow
older, you will encounter many challenges where making the right decision is very
important. However, making mistakes is a part of life because no one is perfect.
Always remember that committing mistakes is not a weakness. What is important is
you learned from it and make yourself a better version of who you are. Now, write a
story of a mistake that you have committed in the past. What important lesson have
you learned from it. How does it make you a better person?
 POSTTEST

Direction: Choose the letter of the correct answer.

1. The claim being assessed in a hypothesis test.

A. Null hypothesis C. Alternative hypothesis
B. P-value D. Parameter
2. A type I error is when:
A. We obtain the wrong test C. We reject the null hypothesis when
Statistic it is actually true.
B. We fail to reject the null D. We reject the alternative
hypothesis when it is actually hypothesis when it is actually true
false.
3. A study found that 60% of the population owns a home. In a random sample
Of 150 households, 92 owned a home. At the α = 0.01 level, is there enough
evidence to reject the claim?
A. Ho: p = 0.60 C. Ho: p = 0.60
Ha: p < 0.60 Ha: p ≠ 0.60
B. Ho: p = 0.60 D. Ho: µ = 0.60
Ha: p > 0.60 Ha: µ ≠ 0.60
4. The percentage of female physicians is 27%. In a survey of physicians,
45 of the 120 were women. Is there sufficient evidence at the α = 0.01
to claim that the proportion of women physicians is greater than 27%.
A. Ho: p = 0.27 C. Ho: p = 0.27
Ha: p > 0.27 Ha: p < 0.27
B. Ho: p = 0.27 D. Ho: p > 0.27
Ha: p ≠ 0.27 Ha: p = 0.27
5. On average, 86% of all enrolled college students are undergraduates. A
random sample of 500 college students revealed that 420 were
undergraduates. At α = 0.10 level, is there enough evidence to conclude
that the proportion is lower than the national average?
A. Z = 1.29 C. Z = 0.29
B. Z = -1.29 d. Z = - 0.2
Pre - test Activities
1. B 1. A
2. A 2. B
3. A 3. B
4. A 4. B
5. D 5. A
Post test
A. 1. A
2. C
3. C
4. A
5. B
B.1. Hypothesized Parameter value: po = .80
Number of Successes X = 500 – 80 = 420
Ho: P = .80
Ha: P > .80
KEY TO CORRECTION
 R E F E R E N CE S

Belecina, Rene R, Baccay Elisa S. , Mateo, Efren B.

Statistics & Probability 1st Edition , REX Bookstore

Banigon, Ricardo B Jr., Camilon ,Maita G, Manalo, Catalina B.

Statistics & Probabilty for Senior High School, Educational Resources Foundation

Melosantos, Luis Allan B., Antonio, Janice F., Robles , Susan J.,
Bruce, Ryan M., Sacluti, Josephine R.
Math Connections in the Digital Age
Statistics & Probability
Sibs Publishing House

http://www.stat.ucdavis.edu/~cchen/sta13-210
https://study.com/
https://online.stat.psu.edu/statprogram/reviews/statistical-concepts/proportions
http://www.ltcconline.net/greenl/courses/201/hyptest/hypprob.htm
https://stattrek.com/hypothesis-test/proportion.aspx
https://www.ics.uci.edu/~jutts/8/SampleFinalMCKey.pdf