Statistics and SENIOR

HIGH
Probability SCHOOL

Module
Exploring Rejection Region
4
Quarter 2
Statistics and Probability
Quarter 2 – Module 4: Exploring Rejection Region
First Edition, 2020

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Statistics and SENIOR
HIGH

Probability SCHOOL

Module

4
Quarter 2

Exploring Rejection
Region
Introductory Message

For the facilitator:

Welcome to the Statistics and Probability for Senior High School Module on Exploring
Rejection Region!

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 Statistics and Probability Module on Exploring Rejection Region!

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

Lesson 4: Exploring Rejection Region

Learning Objectives:
At the end of the learning module, you are expected to identify the appropriate form
of the rejection region for a given level of significance when:
a. the population variance is assumed to be known;
b. the population variance is assumed to be unknown; and
c. the Central Limit Theorem is to be used.

PRETEST

Table Completion: Supply the missing parts of the table with the appropriate
values.

Confidence Coefficients/
Confidence Level Critical Values (z-values) in 𝜶
Two-Tailed

90% 1. 0.10

2. z = ±1.96 3.

99% 4. 5.

RECAP

In your previous lessons, you learned about the different elements or things
that you must consider before conducting a hypothesis testing. One of those
elements is the illustration of rejection region or also known as critical region. It is
a region under the curve where the value of the test statistic lies for which we will
reject the null hypothesis.
Examples of distribution highlighting the rejection region.
 Non- Directional (Two- Directional (One-Tailed, Directional (One-Tailed,
Tailed Test) Left Tail) Right Tail)

LESSON

Rejection region or critical region plays an important role in conducting

hypothesis testing. Aside from showing the area where we can decide whether null
hypothesis is to reject or not, it also gives us the opportunity to determine if an error
is being committed in hypothesis testing.

Steps in Illustrating Rejection Region

1. Draw a normal distribution testing means.
2. Identify the test statistic to be used.
a. Use z-test
- if the sample size n is large enough, population mean 𝝁 and the
population variance 𝝈𝟐 are known.
- if the sample size n is large enough, population mean 𝝁 is known, and
the population variance 𝝈𝟐 is unknown. (by applying Central Limit
Theorem sample variance 𝒔𝟐 may be used as an estimate value of the
population variance 𝝈𝟐 )

b. Use t-test
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) and the population
variance 𝝈𝟐 is known.
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) and the population
variance 𝝈𝟐 is unknown. (If we assume that the sample comes from a
normally distributed population, then the sample variance 𝒔𝟐 can be used
to estimate population variance 𝝈𝟐 .)

3. Determine the critical value (one-tailed) or values (two-tailed).

Note: There is a line that separates the rejection region (𝜶) from the
non-rejection region (𝟏 − 𝜶). The line should be drawn from the curve
down straightly to the point (critical value) on the baseline of the
normal distribution.
4. Shade the region from the critical value towards the tail of the distribution.
 Remember that there are three commonly used confidence level in hypothesis
testing and these are 90%, 95%, and 99%. The tables below show the
corresponding critical value/s and alpha level of the three commonly used
confidence level.

Test statistic: z-test

Confidence Critical Values (2- Critical Value Critical Value

𝜶
Level Tailed) (1-Tailed Left) (1-Tailed Right)

90% z = ±1.645 z = −𝟏. 𝟐𝟖 z = 𝟏. 𝟐𝟖 0.10

95% z = ±1.96 z = −𝟏. 𝟔𝟒𝟓 z = 𝟏. 𝟔𝟒𝟓 0.05

99% z = ±2.575 z = −𝟐. 𝟑𝟑 z = 𝟐. 𝟑𝟑 0.01

Test statistic: t-test

* https://www.sjsu.edu/faculty/gerstman/StatPrimer/t-table.pdf
Illustrative Example 1:
A teacher from Mabuti Senior High School developed an Online Problem-
Solving Test to assess the effectivity of using online platforms in problem-solving
ability of the students. 50 randomly senior high school students need to be selected.
In this sample, 𝑥̅ = 78 and 𝑠 = 12. The mean 𝜇 and the standard deviation of the
population used in the standardization of the test were 75 and 15, respectively. Use
the 95% confidence level to illustrate the rejection region.

Steps Illustration
1. Draw a normal
distribution
testing means.

2. Identify the test Since n=50 is large enough, 𝜇 = 75 is given, and 𝜎 = 15

statistic to be is known. (the square of standard deviation is
used. variance 𝝈𝟐 )
Therefore, the test statistic to be used is z-test.
3. Determine the The problem does not specify the direction to which the
critical value hypothesis will be leading. It means that the test is
(one-tailed) or Two-Tailed Non-directional.
values (two- Confidence Level: 95%
tailed). Critical Values: 𝒛 = ±𝟏. 𝟗𝟔

4. Shade the
region from the
critical value
towards the tail
of the
distribution.
Illustrative Example 2:
The owner of Masiyahin, a water refilling station, sells a particular bottled
water and claims that the average capacity of their product is 500 ml. To test the
claim, a consumer group gets a sample of 100 such bottles and test if the result will
be less than the claim. After calculating the capacity of each bottle, the group found
out that the mean capacity is 497 ml and the standard deviation is 4ml. Use the 99%
confidence level to illustrate the rejection region.

Steps Illustration
1. Draw a normal
distribution
testing means.

2. Identify the test Since n=100 is large enough, 𝜇 = 500 𝑚𝑙 is given, and 𝜎
statistic to be is unknown. By applying Central Limit Theorem, 𝑠 =
used. 4𝑚𝑙 can be used as an estimate value of population
standard deviation 𝜎.

Therefore, the test statistic to be used is z-test.

3. Determine the The problem specifies the direction to which the
critical value hypothesis will be leading. It means that the test is
(one-tailed) or One-Tailed Directional. (Left)
values (two- Confidence Level: 99%
tailed). Critical Values: 𝒛 = −𝟐. 𝟑𝟑

4. Shade the
region from the
critical value
towards the tail
of the
distribution.
Illustrative Example 3:
A school nurse claims that the average weight of Grade 11students is 60kgs.
The HOPE teacher randomly selects 24 Grade 11 students and measure their weight.
The computed mean is 57kgs and a standard deviation of 5.0kgs.
Do the collected data present sufficient evidence to indicate that the average
weights of the Grade 11 students are different from 60kgs? Use 0.10 level of
significance (alpha level) and assume that the population follows normal distribution.

Note: Illustrate the rejection region only.

Steps Illustration
1. Draw a normal
distribution
testing means.

2. Identify the test Since n=24 is a small sample, 𝜇 = 60𝑘𝑔𝑠 is given, and 𝜎
statistic to be is unknown. By assuming that the population follows
used. normal distribution, 𝑠 = 5.0𝑘𝑔𝑠 can be used as an
estimate value of population standard deviation 𝜎.

Therefore, the test statistic to be used is t-test.

3. Determine the The problem does not specify the direction to which the
critical value hypothesis will be leading. It means that the test is
(one-tailed) or Two-Tailed Non-directional.
values (two- Confidence Level: 90%
tailed). Critical Values: 𝑡 = ±𝟏. 𝟕𝟏𝟒

4. Shade the
region from the
critical value
towards the tail
of the
distribution.
 ACTIVITES

Sketch and Locate

Locating test statistic. (a) Draw the normal curve. (b) Locate the given
test statistic. (c) Determine whether the test statistic will fall on the
rejection region or not. (follow the steps in illustrating critical region)

1. z= 2, 95% confidence, two-tailed

(a and b)

(c)

2. t= -2.34, df = 22, 99% confidence, one-tailed left

(a and b)

(c)

WRAP–UP

Answer the following questions:

1. How do you illustrate the rejection region for a given level of significance?

2. When can we say if the test statistic will fall on the rejection region?
 VALUING

Based on our discussion, not all test statistic values fall on the acceptance
region. It gives us the idea that no matter how confident we are with our hypothesis
or claim, we must be very careful because it can still be rejected.

However, never be afraid to be rejected. Take note that in some cases you are
being rejected not because of what you have done but because of what they want.
Just believe in yourself, go back to the process, review, and never lose your level of
confidence. Like the test statistic that falls in either rejection or acceptance region,
you will always have a special place and role in the context of life.

Have you ever felt being rejected? How did you handle it?

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POSTTEST

Multiple Choice: Select the letter of the correct answer and write it on the space
before each number.
_______ 1. It is an area under the curve where the value of the test statistic lies for
which we will reject the null hypothesis.
A. Critical Code C. Critical Region
B. Critical Value D. Critical Statistic
_______ 2. If the test statistic is not being rejected, then it falls in the __________.
A. Acceptance Region C. Outside Region
B. Critical Region D. Upper Region
_______ 3. If the test statistic 𝑡 = −2.428 with 𝑛 = 18 and the test is two-tailed with
95% confidence level, then t falls in _____________.
A. Acceptance Region C. Outside Region
B. Critical Region D. Upper Region
_______ 4. In determining the critical value or values of the distribution, the line
that separates the rejection and non-rejection region should be drawn
______________________________________________________________.
A. from the curve down straightly to the mean on the baseline of the
normal distribution.
B. from the curve down straightly to the critical value on the baseline of
the normal distribution.
C. from the curve down straightly to the acceptance region on the baseline
of the normal distribution.
D. from the curve down straightly to the first standard deviation away from
the mean on the baseline of the normal distribution.
_______ 5. Which of the following statement is NOT included in the process of
illustrating rejection region?
A. Compute the test statistic.
B. Draw a normal distribution testing means.
C. Determine the critical value (one-tailed) or values (two-tailed).
D. Shade the region from the critical value towards the tail of the
distribution.

KEY TO CORRECTION

A 5.
B 4.
B 3.
A 2.
C 1.

POST-TEST

0.01 5.
𝑧 = ±2.575 4.
0.05 3.
95% 2.
𝑧 = ±1.645 1.

PRE-TEST
 REFERENCES
Belecina, R.R.; Baccay, E.S.; Mateo, E.B., Statistics and Probability, First Edition,
Rex Book Store

Frost, Jim. Statistics by Jim: Making Statistics Intuitive.

https://statisticsbyjim.com/glossary/significance-level/.

Sevilla, Consuelo G. Research Methods. (C.M. Recto Avenue Manila, Philippines: Rex
Bookstore, 2009) 14 – 19.

Statistics for analytics and data science: Hypothesis testing and Z-test vs. T-test.
(2020, August 6). Analytics Vidhya. https://www.analyticsvidhya.com/blog/
2020/06/statistics-analytics-hypothesis-testing-z-test-t-test/.