Negros Oriental State

SCHOOL University (NORSU) GRADE LEVEL BSED-MATH 3rd year

TEACHER/S LEARNING Advanced Statistics
AREA
DAILY LESSON LOG
TEACHING November 6, 2023 SEMESTER 1st semester
DATE & TIME (5:30-7:00 PM)

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts and differentiate
the Null and Alternative hypothesis.

B. Performance Standard The learner is able to accurately utilize their knowledge about the null an
alternative hypotheses not just in conducting research but also in their
student-teacher journey in different disciplines.
C. Learning The learner apply the proper usage of null and alternative hypotheses in
Competency/Objectives conducting research.

Student-teachers will be able to:

I. Distinguish the difference between null and alternative hypotheses and
their importance in conducting research;
II. Make inferences and draw conclusions in the given a problem;
III. Display positive attitude towards failure as a learning opportunity and
demonstrate teamwork and collaboration.

I. CONTENT THE USE OF STATISTICAL TESTS IN RESEARCH

 The Null and Alternative Hypothesis

II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages

2. Learners’ Materials
Pages PowerPoint presentation and IM’s.

3. Textbook Pages

4. Additional Materials
Laptop, projector, cartolina and bond paper, construction paper and other
learning materials.

B. Other Learning Resources

III. PROCEDURES
A. Reviewing previous The teacher will ask about what they know about the levels of
lesson or presenting measurement and types of data used in nonparametric tests.
the new lesson
Questions
1. What are the four levels of measurement? Give an example for
each level of measurement.
2. What are the types of data used in nonparametric statistics? Give
example for each.

B. Establishing a
purpose for the
lesson
C. Presenting The teacher will have a short activity in titled ‘What can you say about
 examples/instances me?’.
of the new lesson
Mechanics;
- There two teams
- Two problems will be flashed on the screen in which they are going to
make 2 assumptions/expected outcomes on each problem
-The group whose member raises their hand first will be given the chanc
to answer first
- The group who gets more answers will be the winner
D. Discussing new Hypothesis
concepts and -is an assumption or conjecture about a population parameter which may
practicing new skills or may not be true.
#1 Examples:
1. Does the mean height of Grade 10 students differ from 66 inches?
2. Is the proportion of senior male student’s height significantly higher
than the senior female students?

Hypothesis Testing
-is a decision-making process for evaluating claims about a population
-is basically testing an assumption that we can make about a population

Null Hypothesis
-denoted by H 0.
-initial claim
-shows no significant difference, no changes, nothing happened, no
relationship between two parameters
-independent variable has no effect on the dependent variable
- H o : μ1=μ2
-It makes a statement about the population not the sample. The true value
of the population parameter is specified in writing the null hypothesis.

Null Hypothesis, H o
=,≥,≤ equal to, the same as, not changed from, is

Alternative Hypothesis
-denoted by H a or H 1
-contrary to the null hypothesis
-shows that there is significant difference, an effect change, relationship
between a parameter and specific value
-independent variable has an effect on the dependent variable
- H a : μ1 ≠ μ2 , H a : μ 1> μ 2 , H a :μ 1< μ 2

The alternative hypothesis will also determine the type of hypothesis test
that will be conducted.
One-tailed test will be used when using ¿∨¿ ¿
Two-tailed test will be used when ≠ is used.

Alternative Hypothesis, H a or H 1
¿ equal to, the same as, not changed from, is
≠ not equal, different from, changed from, not the same as
¿ greater than, above, higher than, longer than, bigger than,
increased, at least
¿ less than, below, lower than, smaller than, shorter than, decrease
or reduced from, at most
State the null and alternative hypotheses for each statement.
Example 1. The average age of pedicab drivers in Negros Oriental is 38.
years.
H o : μ=38.8 years H a : μ ≠38.8 years

Example 2. The average number of calories of a low-calorie meal is at

most 300.
H o : μ=300 calories H a : μ<300 calories

Example 3. The school record claims that the mean score in Math of the
incoming Grade 11 students is 81. The teacher wishes to find out if the
claim is true. She tests if there is significant difference between the batch
mean score and the mean score of students in her class.
Null and Alternative Hypotheses Null and Alternative Hypothese
in words in symbol
H o : The mean score of the H o : μ=81
incoming Grade 11 students is 81
H a : The mean of the incoming H a : μ ≠81
Grade 11 students is not 81

Example 4. A social worker wants to test (at a = 0.05) whether the avera
body mass index (BMI) of the pupils under feeding program is different
from 18.2 kg.
Null and Alternative Hypotheses Null and Alternative Hypothese
in words in symbol
H o : The average BMI of the pupils H o : μ=18.2
under feeding program is not
different from 18.2
H a : The average BMI of the pupils H a : μ ≠18.2
under feeding program is different
from 18.2.

Example 5. A DTI representative wants to test at 99% confidence level

whether the average content of Soda X is less than 330 ml as indicated in
the label.
Null and Alternative Hypotheses Null and Alternative Hypothese
in words in symbol
Ho : Ho : μ

Ha : Ha : μ

Level of Significance

-refers to a criterion or judgement upon which a decision is made regardi

the value stated in a null hypothesis. Its value is between 0 to 1 or betwee
0% to 100%.
-The level of significance denoted by the Greek letter alpha a, is a
probability of rejecting a true null hypothesis. In public health research,
alpha is usually 0.01 or 1%. In social science, alpha a is usually 0.05% o
5% and 0.10% or 10% in other studies. This implies that there is a 1%, 5
or 10% probability of rejecting a true null hypothesis. Further, it implies
that the result has 99% or 90% chance of being true, respectively.
In symbol, it is written as:
α = 0.01
α =0.05 or
α =0.10

Furthermore, if the alternative hypothesis used ≠ , then the alpha will be

divided by 2, i.e.,
a
=0.005
2
a
=0.025 or
2
a
=0.05
2

Critical Region
-also known as rejection region, is a range of values that corresponds to t
rejection of the null hypothesis. If the value of the test statistic is within t
critical region, then the null hypothesis is rejected. Otherwise, the null
hypothesis is not rejected. This will be based on the alternative hypothes
-Critical values of the tests of hypotheses are the number or numbers tha
determine the rejection region. Thus, critical region might be a single
number or an interval.

For one-tailed test or directional test ¿, the critical region is at the left
side of the acceptance region.
For one-tailed test or directional test ¿, the critical region is at the right
side of the acceptance region.
For two-tailed test or non-directional test ≠ , the critical region is at the
left and right sides of the acceptance region.

For example, suppose that a normally distributed population has a standa

deviation σ =0.12 . Given a sample size n=10, H o : μ=10 and H 1 : μ >10.
Construct the rejection region if α =0.05 .

Solution:
σ 0.12
μδ =μ=10 and σ δ= = =0.03794733192202…
√ n √ 10
Notice that H 1 : μ >10, this is one directional test. Using the standard
normal table,
z a=z 0.05=1.645
Hence, the
Critical value = μ+(z a)(μ δ )
= 10 + (1.645) (0.038…)
 = 10 + 0.0624
= 10.0624

The critical region is illustrated below. It is the darkened area right side o
10.0624.

Another example, suppose that a normally distributed population has a

standard deviation σ =0.12 . Given a sample size n = 10, H o : μ=7 and
H 1 : μ ≠ 7 . Construct the region if a = 0.10.

Solution:
σ 0.12
μδ =μ=7 and σ δ= = =0.03794733192202…
√ n √ 10
Notice that H 1 : μ ≠ 7 , this is a two-tailed test. Using the standard normal
table,
z a z 0.10
= =z 0.05=1.645
2 2
Hence, the critical value is computed in this way.

( )z
2 ( ) z
Critical value = μ− a ( σ δ ) and critical value = μ+ a ( σ δ )
2
= 7 – (1645)(0.038…) = 7 + (1.645)(0.038
= 7 – 0.0624 = 7 + 0.0624
= 6.9376 = 7.0624

Type of Errors in Hypothesis Testing

Type I error is committed when rejecting a true null hypothesis. The

 probability of committing it is denoted by a or the level of significance.

Type II error is committed when accepting a false null hypothesis. The

probability of committing it is denoted by β .

Commonly Used Levels of Significance and Its Corresponding Critic

Values
Level of Significance Test Types
a One-tailed Two-tailed
0.05 + 1.645 or – 1.645 ± 1.96
0.01 + 2.33 or – 2.33 ± 2.58
0.001 + 3.09 or – 3.09 ± 3.30

An example on how to state these types of errors in a sentence is given

below.
Given: The mean of years a teacher works before retiring is 30.
Type I error: We conclude that the mean number of years a teacher wor
before retiring is not 30 years, when it really is 30 years.
Type II error: We conclude that the mean number of years a teacher
works before retiring is 30 years, when in fact it really is not 30 years.

Questions:
1. Why do we need to test hypothesis?
2. What symbols are used in null and alternative hypothesis?
3. What is level of significance? Where can it be used?

E. Developing mastery
(leads to formative QUESTIONS;
assessment)
1. What is the difference between null and alternative hypothesis?
2. How is the level of significance written as?
3. How is the critical region related to the rejection of null hypothesis?
4. When do you use one-tailed test and two-tailed test?
5. What are the types of errors in hypothesis testing?
F. Making Hypothesis
generalizations and -is an assumption or conjecture about a population parameter which may
abstractions about or may not be true.
the lesson
Hypothesis Testing
-is a decision-making process for evaluating claims about a population
-is basically testing an assumption that we can make about a population

Null Hypothesis
-denoted by H 0.
-initial claim
-shows no significant difference, no changes, nothing happened, no
relationship between two parameters
-independent variable has no effect on the dependent variable
- H o : μ1=μ2
-It makes a statement about the population not the sample. The true value
of the population parameter is specified in writing the null hypothesis.
 Null Hypothesis, H o
=,≥,≤ equal to, the same as, not changed from, is

Alternative Hypothesis
-denoted by H a or H 1
-contrary to the null hypothesis
-shows that there is significant difference, an effect change, relationship
between a parameter and specific value
-independent variable has an effect on the dependent variable
- H a : μ1 ≠ μ2 , H a : μ 1> μ 2 , H a :μ 1< μ 2

The alternative hypothesis will also determine the type of hypothesis test
that will be conducted.
One-tailed test will be used when using ¿∨¿ ¿
Two-tailed test will be used when ≠ is used.

Alternative Hypothesis, H a or H 1
¿ equal to, the same as, not changed from, is
≠ not equal, different from, changed from, not the same as
¿ greater than, above, higher than, longer than, bigger than,
increased, at least
¿ less than, below, lower than, smaller than, shorter than, decrease
or reduced from, at most

Level of Significance
-refers to a criterion or judgement upon which a decision is made regardi
the value stated in a null hypothesis. Its value is between 0 to 1 or betwee
0% to 100%.
-The level of significance denoted by the Greek letter alpha a, is a
probability of rejecting a true null hypothesis.

Critical Region
-also known as rejection region, is a range of values that corresponds to t
rejection of the null hypothesis. If the value of the test statistic is within t
critical region, then the null hypothesis is rejected. Otherwise, the null
hypothesis is not rejected. This will be based on the alternative hypothes
-Critical values of the tests of hypotheses are the number or numbers tha
determine the rejection region. Thus, critical region might be a single
number or an interval.

For one-tailed test or directional test ¿, the critical region is at the left
side of the acceptance region.
For one-tailed test or directional test ¿, the critical region is at the right
side of the acceptance region.
For two-tailed test or non-directional test ≠ , the critical region is at the
left and right sides of the acceptance region.

Type I error is committed when rejecting a true null hypothesis. The

probability of committing it is denoted by a or the level of significance.
Type II error is committed when accepting a false null hypothesis. The
probability of committing it is denoted by β .

G. Evaluating Learning
GROUP ACTIVITY
 Instruction: In 5mins, each group will formulate a null and alternative
hypothesis on the given statement. They will then test if the null
hypothesis will be rejected or not.

H. Additional activities
for application or GROUP ACTIVITY
remediation
Instruction: Within your group, formulate a real-life situation in which yo
can draw a null and alternative hypothesis. Then, test the formulated null
hypothesis whether it will be rejected or not. This will be presented on th
next meeting.

IV. REMARKS

V. REFLECTION
(can be done weekly)
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? no. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. which of my teaching
strategies worked?
why did these works?
F. What difficulties did
i encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/ discover
which I wish to share
with other teachers?
H. Annotation