Statistics and Probability - q4 - Mod1 - Testing Hypothesis EDT

Statistics and
Probability
Quarter 4 – Module 1:
Testing Hypothesis
CO_Q4_Statistics and Probability SHS

Module 1
Statistics and Probability
Alternative Delivery Mode
Quarter 4 – Module 1: Testing Hypothesis
First Edition, 2021
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Statistics and
Probability
Quarter 4 – Module 1:
Testing Hypothesis
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and discussions are
carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by- step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will tell
you if you need to proceed on completing this module or if you need to ask your facilitator or your
teacher’s assistance for better understanding of the lesson. At the end of each module, you need to
answer the post-test to self-check your learning. Answer keys are provided for each activity and test.
We trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also provided to our
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Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
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before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.
What I Need to Know
Hypothesis testing can allow us to measure data in samples to learn more about the data in
populations that are often too large or inaccessible. We can measure a sample mean to learn more
about the mean in a population. Here, we can either accept or reject our assumption using hypothesis
testing. This ADM module in hypothesis testing will help you study the different concepts and steps
in hypothesis testing as well as its application in real-life situations.
After going through this module, you are expected to:

1. define and illustrate the null hypothesis, alternative hypothesis, level of significance,
rejection region, and types of errors in hypothesis testing;
2. identify the rejection and non-rejection regions and the critical values; and
3. differentiate Type I and Type II errors in claims and decisions.
Are you ready now to study hypothesis testing using your ADM module? Good luck and may you
find it helpful.
CO_Q4_ Statistics and Probability

Module 1
What I Know
Choose the best answer to the given questions or statements. Write the letter of your answer on a
separate sheet of paper.
1. It is a proposed explanation, assertion, or assumption about a population parameter or
about the distribution of a random variable.
a. Decision c. Probability
b. Statistics d. Hypothesis
2. What is the statistical method used in making decisions using experimental data?
a. Simple analysis c. Hypothesis testing
b. Analytical testing d. Experimental testing
3. It is also the probability of committing an incorrect decision about the null hypothesis.
a. Level of error c. Level of acceptance
b. Level of hypothesis d. Level of significance
4. Which of the following describes an alternative hypothesis using two-tailed test?

a. 𝐻𝑎 = 100 c. 𝐻𝑎 > 100
b. 𝐻𝑎 ≠ 100 d. 𝐻𝑎 < 100
5. In a one-tailed test, in which critical value listed below will the computed z of
2.313 fall in the acceptance region?
a. 1.383 c. 2.228
b. 1.533 d. 2.365
6. Which of the following would be an appropriate null hypothesis?

a. The mean of a sample is equal to 75.
b. The mean of a population is equal to 75.
c. The mean of a sample is not equal to 75.
d. The mean of a population is greater than 75
7. When is a Type I error committed?

a. We reject a null hypothesis that is false.
b. We reject a null hypothesis that is true.
c. We fail to reject a null hypothesis that is true.
d. We fail to reject a null hypothesis that is false.

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8. When is a Type II error committed?
a. We reject a null hypothesis that is true.
b. We reject a null hypothesis that is false.
9. Which of the following is a Type I error?

a. 𝐻0 is true; reject 𝐻0.
b. 𝐻0 is false; reject 𝐻0.
c. 𝐻0 is true; fail to reject 𝐻0.
d. D. 𝐻0 is false; fail to reject 𝐻0.
10. Which of the following describes an alternative hypothesis in a left- tailed test?
a. 𝐻𝑎 > 100 b. 𝐻𝑎 < 100 c. 𝐻𝑎 = 100 d. 𝐻𝑎 ≠ 100
11. Which of the following must be used as the level of significance if we want a higher
possibility of correct decision?
a. 1% b. 5% c. 10% d. 25%
12. Which of the following would be an appropriate alternative hypothesis for one-tailed
test?
a. 𝐻𝑎 < 100 b. 𝐻𝑎 = 100 c. 𝐻𝑎 ≥ 100 d. 𝐻𝑎 ≤ 100
13. Using a left-tailed test, which of the following value of z falls in the rejection region where
the critical value is – 1.725?
a. – 1.700 b. – 1.715 c. – 1.724 d. – 1.728
14. If the computed z-value is 2.015 and the critical value is 1.833, which of the following
statements could be true?
a. It lies in the rejection region, 𝐻𝑜 must be rejected.
b. It lies in the rejection region, we failed to reject 𝐻𝑜.
c. It lies in the non-rejection region, 𝐻𝑜 must be rejected.
d. It lies in the non-rejection region, we failed to reject 𝐻𝑜.
15. If the computed z-value is – 1.290 and the critical value is – 2.571, which of the following
b. It lies in the rejection region, we failed to reject 𝐻𝑜.
d. It lies in the non-rejection region, we failed to reject 𝐻𝑜

Module 1
Lesson
1 Testing Hypothesis
Have you at a certain time asked yourself how you could possibly decide to put a business in place
and gain your expected profit? Or wonder if a judge in a trial could have given a wrong decision in
determining who’s guilty? Or think if your classmates’ average weights differ significantly among
your age? Or imagine how a newly discovered medicine is being tested for human treatment?
This lesson will help you make sound decisions in dealing with these situations
What’s In
Activity 1: Where Am I Now?

Identify the region where each of the given values falls.
Region B
Region A
Region C
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Module 1
1. 𝑡 = 1.95
2. 𝑡 = 0.15
3. 𝑡 = −1.45
4. 𝑡 = −2.4
5. 𝑡 = 2.73
Answer the following questions.
1. Are you familiar with the shape of the curve used in Activity 1?
2. What is the name of that curve?
3. In what type of distribution is this kind of curve used?
4. How were you able to locate in which region the given value falls?
5. What mathematical concepts did you apply in locating the region?
Notes to the Teacher

Check the student’s level of readiness for the next topic. If she/he did
not answer most of the items and the guide questions, you may provide another
review activity about normal curve.
What’s New
Activity 2: Keep Me Connected!

Analyze the situation below and answer the questions that follow.
According to a survey, the average daily usage of

social media worldwide of global internet users amounts to
142 minutes per day. Sofia conducts her own survey among
her friends to find out if their time spent on social media is
significantly higher than the global survey.
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Before her survey, she formulated the following claims:
Claim A: The average daily usage of social media of her friends is the same as the
global average usage.
Claim B: The average daily usage of social media of her friends is higher than the
The table shows Sofia’s friends and their respective time

spent on social media.
Friend’s Name Minutes per Day Spent on

Social Media
Allen 132
Bryan 148
Ellen 165
Jake 157
Mindie 120
Shamsi 144
Candice 136
Dory 160
Mitch 185
Mila 173
Answer the following questions:

1. What statistical data is/are needed to prove which of Sofia’s claims is accepted
or rejected?
2. What is the average daily usage of social media of her friends? Compare it with the previous
average usage.
3. Which of the two claims could probably be true? Why?
4. If Sofia computed the average daily internet usage of her friends to be higher than the global
survey, do you think it would be significantly higher?
5. What is your idea of an average value being significantly higher than the global average
value?
6. What do you think is the difference between simple comparison of data and hypothesis
testing?

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What is It
Hypothesis testing is a statistical method applied in making decisions using experimental data.
Hypothesis testing is basically testing an assumption that we make about a population.
A hypothesis is a proposed explanation, assertion, or assumption about a population parameter or

about the distribution of a random variable.
Here are the examples of questions you can answer with a hypothesis test:
 Does the mean height of Grade 12 students differ from 66 inches?
 Do male and female Grade 7 and Grade 12 students differ in height on average?
 Is the proportion of senior male students’ height significantly higher than
that of senior female students?
Key Terms and Concepts Used in Test Hypothesis
The Null and Alternative Hypothesis

 The null hypothesis is an initial claim based on previous analyses, which the
researcher tries to disprove, reject, or nullify. It shows no significant difference
between two parameters. It is denoted by 𝐻𝑜.
 The alternative hypothesis is contrary to the null hypothesis, which shows that
observations are the result of a real effect. It is denoted by
𝐻𝑎.
Note: You can think of the null hypothesis as the current value of the
population parameter, which you hope to disprove in favor of your
alternative hypothesis.
Take a look at this example.

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 a significant difference
between the batch mean score and the mean score of students in her class.
Solution:
Let 𝜇 be the population mean score and 𝑥̅ be the mean score of students in her class.
You may select any of the following statements as your null and alternative hypothesis as shown in
Option 1 and Option 2.
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Module 1
Option 1:
𝐻𝑜: The mean score of the incoming Grade 11 students is 81 or 𝜇 = 81.
𝐻𝑎: The mean score of the incoming Grade 11 students is not 81 or 𝜇 ≠ 81.
Option 2:
𝐻𝑜: The mean score of the incoming Grade 11 students has no significant difference with the mean
score of her students or 𝜇 = 𝑥̅.
𝐻𝑎: The mean score of the incoming Grade 11 students has a significant difference with the mean
score of her students or 𝜇 ≠ 𝑥̅.
Now, it’s your turn!

Based on the first claim of Sofia in Activity 2 that “the average daily usage of social media of her
friends is the same as the global average usage”, formulate two hypotheses about the global average
usage (𝜇) and the average usage of her friends (𝑥̅) on the blanks provided below.
𝐻𝑜:
𝐻𝑎:
You can verify your answer below and start working on the next activity.
𝐻𝑜: The average daily usage of Sofia’s friends is the same as the global average usage.
𝐻𝑎: The average daily usage of Sofia’s friends is not the same as the global average usage.
Here is another key term you should know!

Level of Significance
 The level of significance denoted by alpha or 𝛂 refers to the degree of
significance in which we accept or reject the null hypothesis.
 100% accuracy is not possible in accepting or rejecting a hypothesis.
 The significance level α is also the probability of making the wrong decision when the null
hypothesis is true.
Do you know that the most common levels of significance used are 1%, 5%, or
10%? Some statistics books can provide us table of values for these levels of
significance.
Take a look at this example.
Maria uses 5% level of significance in proving that there is no significant change in the
average number of enrollees in the 10 sections for the last two years. It means that the chance
that the null hypothesis (𝐻𝑜) would be rejected when it is true is 5%.
𝛼 = 0.05

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-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3
𝛼 = 0.05 is actually the area under the normal curve

within the rejection region.
It’s your turn!

If Sofia used a 0.10 level of significance, what are the chances that she would have a wrong
conclusion if the two values have no significant difference?
Here is another key term you should know!

Two-Tailed Test vs One-Tailed Test
 When the alternative hypothesis is two-sided like 𝐻𝑎: 𝜇 ≠ 𝜇0, it is called two-
tailed test.
 When the given statistics hypothesis assumes a less than or greater than value, it is called
one-tailed test.
Here are some examples.

The school registrar believes that the average number of enrollees this school year is not the same as
the previous school year.
In the above situation,
let 𝜇0 be the average number of enrollees last year.
𝐻𝑜: 𝜇 = 𝜇0
𝐻𝑎: 𝜇 ≠ 𝜇0
If 𝐻𝑎 uses ≠, use a two-

tailed test.
𝛂
2
𝛂 𝛂
2 2
However, if the school registrar believes that the average number of enrollees this school year is less
than the previous school year, then you will have:
𝐻𝑎: 𝜇 < 𝜇0

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Use the left-tailed when
𝐻𝑎 contains the symbol <.
On the other hand, if the school registrar believes that the average number of enrollees this
school year is greater than the previous school year, then you will have:
𝐻𝑎: 𝜇 > 𝜇0
Use the right-tailed test when

𝐻𝑎 contains the symbol >.
Now back to the two claims of Sofia, what do you think should be the type of test in her following
claims?
Claim A: The average daily usage of social media of her friends is the same as the
Claim B: The average daily usage of social media of her friends is higher than the
Here is the other concept!
Illustration of the Rejection Region

 The rejection region (or critical region) is the set of all values of the test statistic that causes
us to reject the null hypothesis.
 The non-rejection region (or acceptance region) is the set of all values of the test statistic
that causes us to fail to reject the null hypothesis.
 The critical value is a point (boundary) on the test distribution that is compared to the test
statistic to determine if the null hypothesis would be rejected.
Non-Rejection
Region Rejection Region
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Critical Value
Illustrative Example 1:
Now, let’s take a look at Sofia’s first claim. She assumed that the average
online usage of her friends is the same as the global usage (𝐻𝑜).
𝑥̅−𝜇
She computed for the t-value using the formula 𝑡 = 𝑠 where 𝜇 = 142, 𝑥̅ =
√𝑛
152, s = 19.855, and n = 10.
𝑥̅ − 𝜇
𝑡= 𝑠
√𝑛 Use a scientific
This t-test formula calculator to
was discussed in 152 − 142
𝑡= verify the
the last chapter. 19.855 computed
√10 t- value.
10
𝑡= 6.2787
𝑡 = 1.593
From the table of t-values, determine the critical value. Use df = n-1 = 9, one-tailed
test at 5% level of significance.
The critical t-value is 1.833. How did
we get that value? Look at this
illustration!
The table of t-
values can be
found at the last
part of this module.
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Now, you can sketch a t distribution curve and label showing the rejection area (shaded part), the non-
rejection region, the critical value, and the computed t-value. This is how your t distribution curve
should look like!
Rejection
Region
Non-Rejection
Region
-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3
1.593 1.833
(Computed Value) (Critical Value)
As you can see from your previous illustration, the computed

t- value of 1.593 is at the left of the critical value 1.833. So, in
which region do you think the computed value falls?
The computed value is less than the critical value.
𝐻𝑜: The average online usage of her

friends is the same as the global usage. The computed t-
value is at the We fail to reject the
𝐻𝑎: The average online usage of her friends non-rejection null hypothesis, 𝐻𝑜.
is higher than the global region.
usage.
A medical trial is conducted to test whether a certain drug reduces cholesterol level or not. Upon trial,
the computed z-value of 2.715 lies in the rejection area.
-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3
The computed z-value of

2.715 can be found here!
The computed value is greater than the critical value.

𝐻𝑜: The certain drug is not effective in reducing
cholesterol level. The computed z- We reject the null
value is at the hypothesis, 𝐻𝑜 in
𝐻𝑎: The certain drug is effective in rejection region. favour of 𝐻𝑎.
reducing cholesterol level.
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Module 1
Sketch the rejection region of the test hypothesis with critical values of ±1.753
and determine if the computed t-value of –1.52 lies in that region. Solution:
Draw a t-distribution curve. Since there are two critical values, it is a two tailed test. Locate
the critical values and shade the rejection regions.
Now, locate the computed t-value of –1.52. You can clearly see that it is not at the
rejection region as shown in the following figure. The computed t-value is at the non-
rejection region. Therefore, we fail to reject the null hypothesis,
𝐻𝑜.
– 1.52
– 1.753 1.753
(critical value) (critical value)
Type I and Type II Errors

 Rejecting the null hypothesis when it is true is called a Type I error with
probability denoted by alpha (𝜶). In hypothesis testing, the normal curve that
shows the critical region is called the alpha region.
 Accepting the null hypothesis when it is false is called a Type II error with
probability denoted by beta (𝛃). In hypothesis testing, the normal curve that
shows the acceptance region is called the beta region.
 The larger the value of alpha, the smaller is the value of beta.
This is the region of Type I error.

α = P [Type I error]
= P [𝐻𝑜 is true, Reject 𝐻𝑜]
Region where 𝐻𝑜
is true
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α
This is the region of Type II error.
β = P [type II error]
= P [𝐻𝑜 is false, Fail to reject 𝐻𝑜]
Region where 𝐻𝑜 is
false
�
�
To summarize the difference between the Type I and Type II errors, take a look at the table
below.
Null Hypothesis 𝑯𝒐 Fail to Reject 𝑯𝒐 Reject 𝑯𝒐

Correct Decision Type I Error
True - Failed to reject 𝐻𝑜 when - Rejected 𝐻𝑜
it is true when it is
true
Type II Error Correct Decision
False - Failed to reject 𝐻𝑜 when - Rejected 𝐻𝑜 when it
it is false is false
Now, complete the statements that follow.
Analyze the possibilities of Sofia’s conclusion. Identify if it is a Type I Error, Type II

Error, or a Correct Decision.
If Sofia finds out that her null hypothesis is …
1. true and she fails to reject it, then she commits a .
2. true and she rejects it, then she commits a .
3. false and she fails to reject it, then she commits a .
4. false and she rejects it, then she commits a . Your
answers should be: 1) Correct Decision, 2) Type I Error, 3) Type II Error, and 4)
Correct Decision.
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Module 1
Illustrative Example:
Bryan is starting his own food cart business
and he is choosing cities where he will run his
business. He wants to survey residents and test at 5%
level of significance whether the demand is high
enough to support his business or not before he applies
for the necessary permits to operate in his selected
city. He will only choose a city if there is strong
evidence that the demand there is high enough. We
can state the null hypothesis for his test as:
𝐻𝑜: The demand is high enough.
What would be the consequence of a Type I error in this

setting?
He doesn't choose a city where demand is actually high enough.

He chooses a city where demand is actually high enough.
He chooses a city where demand isn't actually high enough.
The Type I error is the first statement because he rejected the true null hypothesis.
What would be the consequence of a Type II error in this setting?

He doesn't choose a city where demand is actually high enough.
He chooses a city where demand is actually high enough.
He chooses a city where demand isn't actually high enough.
The Type II error is the third statement because he failed to reject the
false null hypothesis.
What is the probability of Type I error?

0.10 0.25 0.05 0.01
The probability of Type I error is 0.05 because it is the level of significance

used.
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Module 1
What’s More
Activity 1.1 Null Vs Alternative

State the null and the alternative hypotheses of the following statements.
1. A medical trial is conducted to test whether a new medicine reduces uric acid by 50% or
not.
𝐻𝑜:
𝐻𝑎:
2. We want to test whether the general average of students in Math is different from 80%.
𝐻𝑜:
𝐻𝑎:
3. We want to test whether the mean height of Grade 8 students is 58 inches.
𝐻𝑜:
𝐻𝑎:
4. We want to test if LPIHS students take more than four years to graduate from high
school, on the average.
𝐻𝑜:
𝐻𝑎:
5. We want to test if it takes less than 60 minutes to answer the quarterly test in Calculus.
𝐻𝑜:
𝐻𝑎:
6. A medical test is conducted to determine whether a new vaccine reduces or not the
complications of dengue fever.
𝐻𝑜:
𝐻𝑎:
7. The enrolment in high school this school year increases by 10%..
𝐻𝑜:
𝐻𝑎:
8. The intelligence quotient of male grade 11 students is the same as the female students.
𝐻𝑜:
𝐻𝑎:
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Module 1
9. The school want to test if the students in Grade 7 prefer online distance learning as the
method of instruction.
𝐻𝑜:
𝐻𝑎:
10. The school librarian wants to find out if there was an increase in the number of
students accessing the school library.
𝐻𝑜:
𝐻𝑎:
Activity 1.2 The Tale of Tails

Determine if one-tailed test or two-tailed test fits the given alternative hypothesis.
1. The mean height of Grade 12 students is less than 66 inches.
2. The standard deviation of their height is not equal to 5 inches.
3. Male Grade 7 and Grade 12 students differ in height on average.
4. The proportion of senior male students’ height is significantly higher than
that of senior female students
5. The average grade of Grade 11 students in Statistics is lower than their average grade in
Calculus.
6. The newly found vaccine reduces the risks of viral infections of the patients.
7. The enrolment in elementary schools is not the same as the enrolment in the secondary
schools.
8. Male adolescents have higher intelligence quotient level than the female adolescents.
9. The average number of internet users this year is significantly higher as compared last
year.
10. Paracetamol and Ibuprofen have the same rate of time to reduce the headache of the patients.
Activity 1.3 Are You In or Out?

Illustrate the rejection region given the critical value and identify if the t-values lie in the non-
rejection region or rejection region.
1. critical t-value of 1.318

computed t-value of 1.1
The computed t-value is at the

region.
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2. critical t-value of −1.671
computed t-value of −2.45

region.


region.
4. critical t-value of ±1.311


region.


region.


region.
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region.


region.
9. critical t-value of ±1.812


region.


region.
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Activity 1.4 Type I or Type II
Check the box that corresponds to your answer. Situation
1:
A quality control expert wants to test the null hypothesis
that an imported solar panel is an effective source of
energy.
1. What would be the consequence of a Type I error
in this context?
They do not conclude that the solar They do not conclude that the solar
panel is effective when it is not actually panel is effective when it is actually
effective. effective.
They conclude that the solar panel
They conclude that the solar panel is
effective when it is actually effective. is effective when it is not actually effective.
2. What would be the consequence of a Type II error?

They do not conclude that the solar They do not conclude that the solar
panel is effective when it is not actually panel is effective when it is actually
effective. effective.
They conclude that the solar panel is
They conclude that the solar panel is effective when it is not actually effective.
effective when it is actually effective.
Situation 2:
A resort owner does a daily water quality test in
their swimming pool. If the level of contaminants is
too high, then he temporarily closes the pool to
perform a water treatment.
We can state the hypotheses for his test as:
𝐻𝑜: The water quality is acceptable.
𝐻𝑎: The water quality is not acceptable.
1. What would be the consequence of a Type
I error in this setting?
The owner closes the pool when it needs to The owner does not close the pool when it
be closed. needs to be closed.
The owner does not close the pool

The owner closes the pool when it does not
need to be closed. when it does not need to be closed.
20

Module 1
2. What would be the consequence of a Type II error in this setting?
The owner closes the pool when it needs The owner closes the pool when it does not
to be closed. need to be closed.
The owner does not close the pool when it The owner does not close the pool when it
does not need to be closed. needs to be closed.
3. In terms of safety, which error has more dangerous consequences in this setting?
Type I Error Type II Error
What I Have Learned
Complete the following statements. Write the answers in your notebook.
1. is a statistical method applied in making decisions using

experimental data.
2. A is a proposed explanation, assertion, or assumption about
a population parameter or about the distribution of a random variable.
3. The null hypothesis is an initial claim which the researcher tries to
.
4. The alternative hypothesis is contrary to the
.
5. The level of significance is denoted by .
6. The significance level α is also the probability of making the wrong decision when .
7. When the alternative hypothesis is two-sided, it is called
.
8. When the given statistics hypothesis assumes a less than or greater than value, it is called
.
9. The rejection region (or critical region) is the set of all values of the test statistic that causes
us to
10. Rejecting the null hypothesis when it is true results to what type of error?
21

Module 1
What I Can Do
Cite five (5) situations in your community where you can apply hypothesis testing. Then, just choose
one situation and:
1. create a problem statement;
2. formulate the null and alternative hypothesis;
3. select the level of significance and sketch the rejection region; and
4. state the possible Type I and Type II errors.
Assessment
Choose the best answer to the given questions or statements. Write the letter of your answer on a
separate sheet of paper.
1. It is the statistical method used in making decisions using experimental data.
a. observation c. analytical testing
b. simple analysis d. hypothesis testing
2. What term is being used to describe a proposed explanation, assertion, or assumption about a
population parameter or about the distribution of a random variable?
a. statistic b. decision c. hypothesis d. probability
3. What term is being used to describe a proposed explanation, assertion, or assumption about a
population parameter or about the distribution of a random variable?
a. level of error c. level of acceptance
b. level of hypothesis d. level of significance
4. Which of the following would be an appropriate null hypothesis?

a. The mean of a sample is equal to 80.
b. The mean of a population is equal to 80.
c. The mean of a population is not equal to 80.
d. The mean of a population is greater than 80.
5. Which of the following describes a null hypothesis using two-tailed test?
a. 𝐻0: 𝜇 = 𝜇0 c. 𝐻0: 𝜇 ≥ 𝜇0
b. 𝐻0: 𝜇 ≠ 𝜇0 d. 𝐻0: 𝜇 ≤ 𝜇0
22

Module 1
6. Which of the following describes an alternative hypothesis using two-tailed test?
a. 𝐻𝑎: 𝜇 < 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 c. 𝐻𝑎: 𝜇 ≠ 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑
b. 𝐻𝑎: 𝜇 > 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 d. 𝐻𝑎: 𝜇 = 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑
7. Which of the following must be used as the significance level if we want a lower
possibility of correct decision?
a. 1% b. 2% c. 5% d. 10%
8. Which of the following would be an appropriate alternative hypothesis for one-tailed

test?
a. 𝐻𝑎: 𝜇 = 85 b. 𝐻𝑎: 𝜇 ≥ 85 c. 𝐻𝑎: 𝜇 ≥ 85 d. 𝐻𝑎: 𝜇 < 85
9. In a one-tailed test, in which critical values below will the computed z of

2.312 falls in the non-rejection region?
a. 1.383 b. 1.533 c. 2.228 d. 2.354
10. When is a Type I error committed?
11. When is a Type II error committed?
12. Which of the following is a Type I error?
a. 𝐻0 is true; reject 𝐻0. c. 𝐻0 is true; fail to reject 𝐻0.
b. 𝐻0 is false; reject 𝐻0. d. 𝐻0 is false; fail to reject 𝐻0.
b. It lies in the rejection region, hence we fail to reject𝐻𝑜.
14. Using a left-tailed test, which of the following value of z will not fall in the rejection
region where the critical value is – 1.638?
a. – 1.637 b. – 1.639 c. – 1.641 d. – 1.706
b. It lies in the rejection region, hence we fail to reject𝐻𝑜.
d. It lies in the non-rejection region, hence we fail to reject𝐻𝑜
23

Module 1
Additional Activities
A medical trial is conducted to test to test whether a certain drug can treat a certain allergy or
not. Upon trial, the t-value is computed as 1.311. The critical value is shown in the figure.
Locate the t-value and complete the table below to discuss the findings of the medical trial.
-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3
𝐻𝑜: The computed Decision:

t-value is at the
𝐻𝑎:
region.
Justify your decision by writing an explanation in 5-10 sentences.
Check your output!

Ho: A certain drug is effective in treating a certain allergy. Ha: A certain
drug is not effective in treating a certain allergy. The computed t-value is
at the acceptance region.
Decision: Accept the null hypothesis.
24

Module 1
Answer Key
er the quarterly test in Calculu

s. : It takes less than 60 minutes to answ 𝑎�
mor e to answe r the quarte rly test in Calculus. 𝑜�
: It takes 60 minutes or � 5.
from high school �
r years to g raduate
: LPIHS students take an average of more than fou 𝑎�
high school. �
erage of fou r years or less to gradu ate from
: LPIHS students take an av 𝑜�
4.
inches. �
than or higher t han) 58
: The mean height of students is not (or less 𝑎�
: Th e mean hei ght of stude nts is 58 inches. 𝑜�
� 3.
erage of stu dents in M ath is diff erent from 80%. �
: The general av 𝑎�
Math is equ al to 80% .
: The general average of students in 𝑜�
� 2.
: The new medicine can reduce uric acid. 𝑎�
�
: The new medicine cannot reduce uric acid. 𝑜�
� 1.
�
Activity 1.1
10.B
A 9.
D 8.
B 7.
B 2. B
C 6.
2.
C 1. D 5.
D 1.
A 4.
In
What’s What I BKn
4.ow
B 3. D 3.
25

Module 1
10.rejection
rejection 9.
acceptance 8.
acceptance 7.
rejection 6.
rejection 5.
acceptance 4.
rejection 3.
rejection 2.
acceptance 1.
Activity 1.3
10.two-tailed test
one-tailed test 9.
one-tailed test 8.
two-tailed test 7.
one-tailed test 6.
one-tailed test 5.
one-tailed test 4.
two-tailed test 3.
two-tailed test 2.
one-tailed test 1.
Activity 1.2
school library.
g the
: There was an increase in the number of students accessin 𝑎�
school library. �
g the
: There was no increase in the number of students accessin 𝑜
10.𝐻
method of instructions.
: Grade 7 students did not prefer online distance learning as the 𝑎�
instructions. �
distance learning as the m ethod of 10%𝑜.
: Grade 7 students prefer onlinehool this s chool year did not inc rease by 𝑜� 9.
: The enrolmen t in high sc � 7.
lowe r) of
than th e female stu dents. �
The new vaccin e reduces th e complic ations de ngue fever. 𝑎�
: gher (or 𝑎�
: The intelligence quotient of male grade 11 students is hi e fever. 𝑜�
: The new vaccine cannot reduce the complications of dengu dents.
�
�
� 6.
the female stu �
e same as
: The intelligence quotient of male grade 11 students is th Activity 1.1 (Cont…) 𝑜�
8.
10%.
: The enrolment in high school this school year increases by �
𝑎�
�
26

Module 1
10.Type I error
30.A hypothesis
29.A 9. reject the null
28.D 8. one-tailed test
27.A two-tailed test 7.
26.D true
25.A hypothesis is
24.D the null 6.
23.D 5. alpha (𝛼)
22.D hypothesis
21.C
4. null
20.A
19.B nullify
18.D reject, or
17.C disprove, 3.
16.D hypothesis 2.
testing
Assessment 1. Hypothesis
Learned
What I Have
Type II Error
sed. 5.
The owner does not close the pool when it needs to be clo 4.
closed.
The owner closes the pool when it does not need to be 3.
effective.
ot actually
They conclude that the solar panel is effective when it is n 2.
actually effective.
do not conclude that the solar pan el is effe ctive when it is
They 1.
Activity 1.4
27

Module 1
28

Module 1
References
Textbooks
Albacea, Zita, Mark John Ayaay, Imelda Demesa, and Isidro David. Teaching Guide for Senior
High School: Statistics and Probability. Quezon City: Commission on Higher Education,
2016.
Caraan, Avelino. Introduction to Statistics & Probability. Mandaluyong City: Jose Rizal
University Press, 2011.
Chan Shio, Christian Paul, and Maria Angeli Reyes. Statistics and Probability for Senior High
School. Quezon City: C & E Publishing Inc., 2017.
De Guzman, Danilo. Statistics and Probability. Quezon City: C & E Publishing Inc., 2017.
Jaggia, Sanjiv, and Alison Kelly. Business Statistics: Communicating with Numbers.
2nd Ed. New York: McGraw-Hill Education, 2016.
Sirug, Winston. Statistics and Probability for Senior High School CORE Subject A
Comprehensive Approach K to 12 Curriculum Compliant. Manila: Minshapers Co.,
Inc., 2017.
Online Resources
Khan Academy. “Consequences of Errors and Significance.” Accessed February 2, 2019.
https://www.khanacademy.org/math/ap-statistics/tests-significance- ap/error-probabilities-
power/a/consequences-errors-significance
Minitab.com. “About the Null and Alternative Hypotheses.” Accessed February 4, 2019.
https://support.minitab.com/en-us/minitab/18/help-and-how- to/statistics/basic-
statistics/supporting-topics/basics/null-and-alternative- hypotheses/
Minitab. com. “What are Type I and Type II Errors?” Accessed February 4, 2019.
https://support.minitab.com/en-us/minitab/18/help-and-how-
to/statistics/basic-statistics/supporting-topics/basics/type-i-and-type-ii- error/
Zaiontz, Charles. “Null and Alternative Hypothesis.” Accessed February 2, 2018. http://www.real-
statistics.com/hypothesis-testing/null-hypothesis/
29

Module 1
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: [email protected] * [email protected]

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Statistics and

CO_Q4_Statistics and Probability SHS

Published by the Department of Education

Development Team of the Module

Printed in the Philippines by

Department of Education – Region 4A CALABARZON

After going through this module, you are expected to:

CO_Q4_ Statistics and Probability

4. Which of the following describes an alternative hypothesis using two-tailed test?

6. Which of the following would be an appropriate null hypothesis?

7. When is a Type I error committed?

CO_Q4_ Statistics and Probability

9. Which of the following is a Type I error?

CO_Q4_ Statistics and Probability

Activity 1: Where Am I Now?

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

CO_Q4_ Statistics and Probability

Notes to the Teacher

Activity 2: Keep Me Connected!

According to a survey, the average daily usage of

CO_Q4_ Statistics and Probability

The table shows Sofia’s friends and their respective time

Friend’s Name Minutes per Day Spent on

Answer the following questions:

CO_Q4_ Statistics and Probability

A hypothesis is a proposed explanation, assertion, or assumption about a population parameter or

Key Terms and Concepts Used in Test Hypothesis

The Null and Alternative Hypothesis

Take a look at this example.

CO_Q4_ Statistics and Probability

Now, it’s your turn!

Here is another key term you should know!

CO_Q4_ Statistics and Probability

𝛼 = 0.05 is actually the area under the normal curve

It’s your turn!

Here is another key term you should know!

Here are some examples.

If 𝐻𝑎 uses ≠, use a two-

CO_Q4_ Statistics and Probability

Use the right-tailed test when

Here is the other concept!

Illustration of the Rejection Region

CO_Q4_ Statistics and Probability

CO_Q4_ Statistics and Probability

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

As you can see from your previous illustration, the computed

The computed value is less than the critical value.

𝐻𝑜: The average online usage of her

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

The computed z-value of

The computed value is greater than the critical value.

CO_Q4_ Statistics and Probability

Type I and Type II Errors

This is the region of Type I error.

CO_Q4_ Statistics and Probability

Null Hypothesis 𝑯𝒐 Fail to Reject 𝑯𝒐 Reject 𝑯𝒐

Now, complete the statements that follow.