9

Advanced Statistics
Quarter 3 – Module 17:
ONE-SAMPLE HYPOTHESIS
TEST OF MEANS
Advanced Statistics – Grade 9
Alternative Delivery Mode
Quarter 3 – Module 17: One-Sample Hypothesis Test of Means
First Edition, 2020

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 9

Advanced Statistics
Quarter 3 – Module 17:
ONE-SAMPLE HYPOTHESIS
TEST OF MEANS
Introductory Message
For the facilitator:

Welcome to the Advanced Statistics – Grade 9 Alternative Delivery Mode (ADM)

Module on One-Sample Hypothesis Tests of Means.

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
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In addition to the material in the main text, you will also see this box in the body of
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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. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
For the learner:

Welcome to the Advanced Statistics Alternative Delivery Mode (ADM) Module on

One-Sample Hypothesis Tests of Means.

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We hope that through this material, you will experience meaningful learning
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 What I Need to Know

This module was designed and written with you in mind. It is here to help
you master about the concepts of one-sample hypothesis test of means. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.

The module is all about one-sample hypothesis test of means.

After going through this module, you are expected to differentiate z-test and
t-test. Also, you should be able to solve problems involving one-sample hypothesis
test of means.

What I Know

Directions: Choose the letter of the correct answer from the given choices by
writing the chosen letter on a separate sheet of paper.
1. When is z-test used in comparing means?
A. It is used in comparing two means if the sample standard deviation is
known.
B. It is used in comparing two means if the population standard deviation
is known.
C. It is used in comparing two means if the population mean is known.
D. It is used in comparing two means if the population standard deviation
is unknown.
2. Who developed the t-distribution?
A. Student E. Williams C. William S. Gossett
B. Carl Friedrich Gauss D. Cardano Girolamo
3. Which of the following is the first step in hypothesis testing?
A. Formulate the null and alternative hypothesis.
B. Decide the level of significance.
C. Compute the value of the statistical test.
D. Draw a conclusion.
4. What is an estimator of the population standard deviation?
A. Level of Significance C. Test Statistic
B. Sample Standard Deviation D. Population Mean
5. When is t-distribution appropriate to use?
A. When the sample size is small and population standard deviation is
unknown.
B. When the sample size is large and population standard deviation is
known.
C. When the sample size is large and population standard deviation is
small.
D. When the sample size is small and population standard deviation is
known.
Lesson
One-Sample Hypothesis
01 Tests of Means

In the past chapter, you learned the concepts of one-tailed and two-
tailed tests.
In this lesson, you will learn about one-sample hypothesis tests of
means. Among the topics to be discussed in the lesson include the difference
between t-test and z-test, and solving problems involving one-sample
hypothesis tests of means.

What’s In

Let’s revisit what you have learned from the previous module.

One way of determining the type of test used in hypothesis testing is

based on how the alternative hypothesis is formulated. A one-tailed test is
used when the alternative hypothesis is directional which means that the
value of the measures is either greater than (¿) or less than (¿ ¿ the other
measure.
A one-tailed test is a hypothesis test for which the rejection lies at
only one tail of the distribution. One-tailed test is classified as right-tailed or
left-tailed test. If the population mean ( µ) is less than the specified value of
μ0 , then it is a left-tailed test for which the alternative hypothesis can be
expressed as µ<µo. It is a right-tailed test if the population mean ( µ )is greater
than the specified value of μ0 for which the alternative hypothesis can be
expressed as µ> μ0.

A two-tailed is used when the alternative hypothesis is non-directional

which means that the values of two measures of the same kind are not
equal. A two-tailed test has a not equal sign (≠) in the alternative
hypothesis. When the population mean µ) is not equal to specified value of
µo, then the alternative hypothesis can be expressed a µ≠ μ0 .

Notes to the Teacher

This contains helpful tips or strategies that will help you in
guiding the learners.
 What’s New

Activity 1. T-ZQUID GAME

Directions: Win the ultimate prize in this game by answering questions involving
z-test and t-test. You have to successfully answer the questions before
going to the next one. Failure to answer the questions will result to
your elimination.

3 2

What statistical test is being utilized when there are two groups being
1 compared with less than thirty (30) participants/respondents/sample
subjects?

In this test, there should always be an equal number of data in

2 each group being compared.

3 Who developed the t-test?

What decision should be made if the computed t-test value is less

4 than the critical or tabular value?

What is the first step in conducting t-test and z-test?

5
 What is It

Hypothesis Testing Procedure

1. Formulate the null and alternative hypothesis.
2. Decide the level of significance, α .
3. Choose the appropriate test statistic.
4. Establish the critical region.
5. Compute the value of the statistical test.
6. Decide whether to accept or reject the null hypothesis.
7. Draw a conclusion.

In this module, we are going to discuss testing hypothesis that involve a

single population mean. There are two categories involved in testing
hypothesis between means; a large sample (n ≥ 30) and a small sample
(n< 30) cases. In testing hypothesis, z-test and t-distribution may be used
depending on the number of cases involved.

z-test

The z-test is used in comparing two means if the population standard

deviation (σ ) is known. We should give emphasis in the discussion that if the
population is normally distributed, z-test can be used for any sample size n.
However, in many practical cases, the population standard deviation is
unknown but the sample is sufficiently large, that is (n ≥ 30). The sample
standard deviation (s) is used as an estimator of the population standard
deviation.

x−μ x−μ
z c= zc=
σ or s
√n √n
where:
z c – z-test value
x – sample mean
μ – population mean
σ – population standard deviation
s – sample standard deviation
n – number of cases

Example 1:
The treasurer of a certain school in Tuguegarao City claims that the mean
monthly salary of their school teachers is P21,750 with a standard deviation of
P6,000. A researcher takes a random sample of 75 school teachers and was found
to have a mean monthly salary of P19, 375. Do the 75 school teachers have lower
salaries than the rest? Test the claim at α =0.05 level of significance.
Solution:

1. H 0 : The mean monthly salary of the school teachers is P21, 750.

H a : The mean monthly salary of the school teachers is lower or less than
P21, 750.
Or H 0 : μ=P 21 ,750 H a : μ< P 21, 750
2. α =0.05
3. One-tailed z-test is used because the number of samples is greater than 30
and the alternative hypothesis is directional.
4. The tabular value of one –tailed z at 0.05 level of significance is ±1.645.
5. Compute the z-value.
Given:
x=P 19 ,375
μ=P 21 , 750
σ =P 6 , 000
n=75

x−μ
zc=
σ
√n
19,375−21,750
zc=
6,000
√75
−2,375
zc=
692.84
z c =−3.43
6. The computed value of z=−3.43 lies under the rejection region, therefore
reject the null hypothesis.
7. Conclusion: There is a significant difference between the salaries of school
teachers which means that the 75 school teachers have lower salaries than
the rest.

Example 2:
The mean weight of the baggage carried into an airplane by individual
passengers at Tuguegarao City Airport is 19.8 kilograms. A statistician takes a
random sample of 110 passengers and obtains a sample mean weight of 18.5
kilograms with standard deviation of 8.5 kilograms. Test the claim of the
statistician that the baggage weight of the passengers is less than the others at
α =0.01 level of significance.
Solution:

1. H 0 : μ=19.8 kg
H a : μ<19.8kg
2. α =0.01
3. One-tailed z-test
4. z t =−2.33
5. Compute the z-value
 x−μ
zc=
s
√n
18.5−19.8
zc=
8.5
√110
z c =−1.60
6. The computed value of z c =1.60 lies under the non-rejection region, therefore
do not reject the null hypothesis.
7. Conclusion: There is no significant difference between the weight of baggage
carried by individual passengers.

t-test
When the sample size involves small case (n<30) and the population
standard deviation is unknown, use the sample standard deviation (s) as an
estimator of population standard deviation (σ ). In cases like this, t-distribution is
appropriate as the test statistic. Using the t-distribution as test statistic, it is
always an assumption that the sampled population is normal or approximately
normal.
The t-distribution was developed by an employee of Irish brewery in the
person of William S. Gosett (1876-1936). He chose to publish his findings using the
pen name “Student”. To honor his work, the distribution is known today as
Student t-distribution.

x́ −μ
t c=
s
√n
where:
t – t-value
x́ – sample mean
μ – population mean
s – sample standard deviation
n – number of cases less than 30
df – degrees of freedom (n-1)

Example 3:
According to the Department of Education, high school teachers work an
average of 40 hours per week during the school year. A district supervisor of a
certain school surveyed 28 randomly selected teachers and found that they work
an average of 42.6 hours a week and the standard deviation was 3.75 hours. Test if
the mean number of hours worked by teachers in the supervisor’s school district
differs from national average. Use α =0.01 level of significance.

Solution:
1. H 0 : μ=40 hours
H a : μ≠ 40 hours
2. α =0.01
3. Two-tailed t-test
 4. df =n−1
df =28−1
df =27
t t=2.771
5. Compute the t-value.
x́ −μ
t c=
s
√n
42.6−40
t c=
3.75
√ 28
t c =3.67
6. The computed value of c t =3.67 is greater than the tabular value of
t t=2.771, thus reject the null hypothesis.
7. Conclusion: There is a significant difference of the working hours of 28
teachers per week compared to the national average.

Difference Between Means

A. t-test for Independent Samples
x 1−x 2
t c=

√
2 2
s1 s2
+
n1 n2
where:
x 1 – mean of the first sample
x 2 – mean of the second sample
2
s1 – variance of the first sample
2
s2 – variance of the second sample
n1 – number of cases in the first sample
n2 – number of cases in the second sample

Example 4:
An agronomist randomly selected matured calamansi trees of one variety
and have a mean height of 10.8 feet with standard derivation of 1.25 feet,
while 12 randomly selected calamansi trees of another variety have a mean
height of 9.6 feet with standard derivation of 1.45 feet. Test whether the
difference between the two sample means is significant. Use α =0.05 .

Solution:

1. H 0: x 1=x 2
H a: x 1 ≠ x 2
2. α =0.05
3. The alternative hypothesis is non- directional, thus, the two- tailed test is
used.
4. Since there are two sample used,
df =n1 +n2−2
¿ 20+12−2
¿ 32−2
 df =30
The tabular value of t=2.042
5. Compute t-value
x 1 ¿ 10.8 ft .
x 2 ¿ 9.6 ft .
s1 ¿ 1.25 ft .
s2 ¿ 1.45 ft .
n1 ¿ 20
n2 ¿ 12

x1 −x2
t=

√
2 2
s1 s 2
+
n1 n2

10.8−9.6
1.20

√
2 2
(1.25) (1.45)
+ √ 0.253333
20 12
1.20
¿
0.503322
¿ 2.38
6. The computed value of t=2.38 is greater than the tabular value of t=2.042,
thus the null hypothesis ( H 0) and accept the alternative hypothesis ( H a ).
7. Conclusion: There is a significant difference between the two samples.

B. t-test for Dependent Samples

d
t c=
s
√n
√
s= ∑ d −¿ ¿ ¿ ¿ ¿¿
2

where:
d – difference between means
∑ d 2 – sum of the squared difference
∑ d – sum of the mean difference
n – number of cases
s – standard deviation
df = n – 1

Example 5:
Prof. Yonardo A. Gabuyo conducted a review in his BM102 class. He
gave an examination before and after the review and gathered the following
data:

Student Score Before Review Score After Review

1 16 18
2 8 12
3 12 10
4 10 17
 5 20 18
6 17 20
7 9 11
8 10 9
9 18 17
10 19 20

At α =0.05 level of significance, is the new review class effective?

Solution:

1. H 0 : There is no significant difference between the mean score of students

before and after the review class ( x 1=x 2 ) .
Ha: There is a significant difference between the mean scores of the students
before and after the review class ( x 1 ≠ x 2) .
2. α =0.05
3. Use two-tailed test because H a is non-directional.
4. The tabular or critical value of t=2.262 where df =9.
5. Compute the t-value of dependent samples.
Student Score Before Review Score After Review d d
2

1 16 18 -2 4
2 8 12 -4 16
3 12 10 2 4
4 10 17 -7 49
5 20 18 2 4
6 17 20 -3 9
7 9 11 -2 4
8 10 9 1 1
9 18 17 1 1
10 19 20 -1 1
d
t=
s
√n

d=|∑nd|
d =|
10 |
−13

d =1.3

s= √∑ d 2−¿ ¿ ¿ ¿ ¿¿

¿
√ 93
(−13)2

9
10

¿
√ 93−16.9
9
 ¿ √ 8.4555556
d 1.3
t= =
S 2.91
√ n √10
1.3
¿
0.920222799
t=1.41
6. The computed value of t= 1.41 which is less than the tabular value of
t=2.262, therefore accept the null hypothesis ( H 0 ) .
7. Conclusion: There is no significant difference between the mean scores of
students before and after the review class. It implies that the review was not
effective.

When to Choose a Paired T Test / Paired Samples T Test (Independent T-test)

and Dependent Samples T Test
Choose the paired t-test if you have two measurements on the same
item, person or thing. You should also choose this test if you have two items
that are being measured with a unique condition. For example, you are
evaluating the pre-test and post-test scores of a particular section. Note that
there are two groups of data coming from a single group of respondents or
participants. In this test, there should always be an equal number of data in
each group.
With a “regular” two sample t test, you’re comparing the means for
two different samples. For example, you are testing the post-test scores of
male and female students in a certain class. In this case, it can be possible
that the number of male and female students may be different. Note that in
this test, there are two groups of data coming from two different groups of
participants or respondents.