LEARNING GUIDE IN EDF 204 – STATISTICS IN EDUCATION

EDF 204 – Statistics in Education

COURSE OVERVIEW

This is a foundation course designed to provide graduate students with the

basic concepts of data analysis and statistical computing in the field of education.
The course deals with descriptive and inferential statistics, probability
distributions, estimation of parameters, tests of hypothesis, linear regression and
correlation analyses, and analysis of variance (ANOVA).

COURSE OUTCOMES

At the end of the course, the students should be able to:

1. Develop statistical literacy.
2. Contribute or take part in the generation, interpretation, and
communication of data pertaining to problems they encounter in their
professional life.
3. Express a real-life problem in statistical terms and determine appropriate
statistical techniques in the given context.
4. Possess the ability to extract information from data.
5. Provide correct interpretations from a set of analyses.

COURSE REQUIREMENTS
1. Examinations
2. Oral Presentation/Discussion
3. Learning Activities/Discussion Paper
4. Attendance/Recitation

STUDY SCHEDULE

Phases Modality Schedule Deadline of

Outputs
PERUSE Synchronous Mon/Tues Sunday within the
(Virtual) 6:00PM-8:00PM week
OFFER Synchronous Mon/Tues
(Virtual) 8:00PM-9:00PM
UPHOLD Asynchronous Wed/Thu
(Remote 6:00PM-9:00PM
Learning)
SOW Asynchronous Fri/Sat
(Remote 6:00PM-9:00PM
Learning)

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 LEARNING GUIDE IN EDF 204 – STATISTICS IN EDUCATION

MODULE 4: TEST OF HYPOTHESIS

In statistics, hypothesis testing is a fundamental method used to make decisions

or draw conclusions about a population based on sample data. The test of
hypothesis, also known as statistical hypothesis testing, is a specific procedure
within hypothesis testing that helps determine whether there is enough evidence
to support or reject a particular claim about a population parameter.

By the end of this module, students are expected to develop a clear

understanding of the purpose, principles, and process of hypothesis testing in
statistics. They should be able to formulate null and alternative hypotheses,
select appropriate hypothesis tests for different scenarios and data types,
calculate and interpret test statistics, determine significance levels and critical
regions, interpret p-values and make informed decisions regarding the null
hypothesis. Students should also critically evaluate assumptions and limitations,
apply hypothesis testing techniques to real-world data, effectively communicate
findings, and understand the broader role of hypothesis testing in research, all
while developing critical thinking skills to evaluate and interpret results
accurately.

Focus Question: How can hypothesis testing be used to make informed

decisions and draw conclusions in statistical analysis?

Lesson Instruction
Phase
PERUSE Before the discussion of the first module, please watch the
(Read) following videos:
(1) https://www.youtube.com/watch?v=5D1gV37bKXY
(2) https://www.youtube.com/watch?v=0oc49DyA3hU
(3) https://www.youtube.com/watch?v=VK-rnA3-41c
(4) https://www.youtube.com/watch?v=76VruarGn2Q
(5) https://www.youtube.com/watch?v=Hag0GW9B6EY
(6) https://www.youtube.com/watch?v=UcZwyzwWU7o
(7) https://www.youtube.com/watch?v=pCbNUnZ98oE
(8) https://www.youtube.com/watch?v=tksxqESj4VM
(9) https://www.youtube.com/watch?v=_r88sa331v8
(10) https://www.youtube.com/watch?v=jyoO4i8yUag&t=15s
(11) https://www.youtube.com/watch?v=zD3VIBkwc-0
(12) https://www.youtube.com/watch?v=8Aw45HN5lnA

The following are the topics for discussion:

a. Test of mean, variance, and proportion for a single
population

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b. Test of difference between 2 means, ratio of 2 variances,

and difference of 2 proportions for two populations
c. The p-value approach
The following learning objectives are expected:
1. Understand the Concept of Hypothesis Testing: Develop a
clear understanding of the purpose, principles, and process
of hypothesis testing in statistics.
2. Formulate Null and Alternative Hypotheses: Learn how to
formulate null and alternative hypotheses based on research
questions or claims being tested.
3. Select Appropriate Hypothesis Tests: Identify and select the
appropriate hypothesis tests for different scenarios and data
types.
4. Calculate and Interpret Test Statistics: Gain proficiency in
calculating and interpreting relevant test statistics, depending
on the type of data and hypothesis being tested.
5. Determine Significance Level and Critical Regions:
Understand the significance level (α) and its role in
hypothesis testing. Learn how to establish critical regions or
rejection regions based on the chosen significance level.
6. Interpret p-values and Make Decisions: Develop the ability to
interpret p-values and make informed decisions regarding the
null hypothesis. Learn to compare the p-value to the
significance level (α) and determine whether to reject or fail to
reject the null hypothesis.
7. Understand Type I and Type II Errors: Gain knowledge of
Type I and Type II errors in hypothesis testing. Understand
the trade-off between these errors and the significance level
(α) and power of the test.

OFFER During classroom discussions on hypothesis testing, it's

(Share) beneficial to encourage students to actively participate and
share their insights and perspectives. Here are some guide
questions that can spark discussion and enrich the learning
experience:

1. How would you explain the purpose and significance of

hypothesis testing in statistical analysis?
2. Can you provide examples of research questions or claims
that can be tested using hypothesis testing? How would you
formulate the null and alternative hypotheses for these
examples?
3. What are some common hypothesis tests used in different
scenarios and data types? Can you explain when and how to
use test of mean, variance, and proportion for a single
population; test of difference between 2 means, ratio of 2

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variances, and difference of 2 proportions for two

populations?
4. How do you calculate and interpret test statistics in
hypothesis testing? Can you provide examples and explain
how the test statistics are used to make decisions?
5. What is the role of significance levels (α) in hypothesis
testing? How do you determine critical regions or rejection
regions based on the chosen significance level?
6. How do you interpret p-values in hypothesis testing? How are
they used to assess the strength of evidence against the null
hypothesis?
7. Can you explain the concepts of Type I and Type II errors in
hypothesis testing? What are the potential implications and
trade-offs associated with these errors?
8. What assumptions are typically made in hypothesis testing?
How can violations of these assumptions impact the results
and conclusions?
9. How can hypothesis testing be applied to real-world
scenarios or research problems? Can you provide examples
and discuss the practical implications of the findings?
10. When critically evaluating hypothesis testing results, what
factors should be considered, including the strengths,
limitations, and potential sources of bias?

UPHOLD Please read each scenario carefully and answer the research
(Value) question provided by applying the steps involved in hypothesis
testing.

1. This exercise highlights the importance of hypothesis testing

in evaluating the effectiveness of a new teaching method. By
conducting the hypothesis test and interpreting the results, it
allows us to make evidence-based decisions regarding the
impact of the teaching method on student performance in
mathematics.

Research Question:
Does a new teaching method improve student performance
in mathematics?
Scenario:
A teacher wants to investigate whether implementing a new
teaching method will lead to a significant improvement in
student performance in mathematics compared to the
traditional teaching method. The teacher collects data from
two groups of students: Group A, taught using the new
method, and Group B, taught using the traditional method.
Data:

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The teacher collects test scores from both groups. Group A

consists of 30 students with an average test score of 85 and
a standard deviation of 10. Group B consists of 35 students
with an average test score of 80 and a standard deviation of
12.

Exercise:
a. State the null and alternative hypotheses for this research
question.
b. Select the appropriate hypothesis test for this scenario.
Justify your choice.
c. Calculate the test statistic for the hypothesis test using
the provided data.
d. Determine the critical region or rejection region for the
test statistic at the 5% level of significance.
e. Calculate the p-value associated with the test statistic.
f. Make a decision regarding the null hypothesis based on
the p-value and the significance level. State your decision
and explain it.
g. Interpret the results in the context of the research
question. What conclusions can be drawn from the
hypothesis test?

2. This problem demonstrates the importance of hypothesis

testing in evaluating the effectiveness of a dietary supplement in
reducing cholesterol levels. By conducting the hypothesis test
and interpreting the results, it allows us to make evidence-based
decisions about the potential impact of the supplement. This
problem motivates learners by engaging them in a real-world
scenario and emphasizes the significance of hypothesis testing
in determining the effectiveness of interventions or treatments in
various fields, such as nutrition, healthcare, and pharmaceutical
research.

Research Question:
Does a new dietary supplement lead to a significant decrease
in cholesterol levels in adults?
Scenario:
A nutrition researcher wants to investigate whether a newly
developed dietary supplement has a significant impact on
reducing cholesterol levels in adults. The researcher
conducts a study with two groups: Group A, which receives
the dietary supplement, and Group B, which does not
receive the supplement.
Data:
The researcher collects cholesterol level data from both

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groups. Group A consists of 50 adults with an average

cholesterol level of 220 mg/dL and a standard deviation of
15 mg/dL. Group B consists of 55 adults with an average
cholesterol level of 230 mg/dL and a standard deviation of
18 mg/dL.

Problem:
a. State the null and alternative hypotheses for this research
question.
b. Select the appropriate hypothesis test for this scenario.
Justify your choice.
c. Calculate the test statistic for the hypothesis test using
the provided data.
d. Determine the critical region or rejection region for the
test statistic at the 5% level of significance.
e. Calculate the p-value associated with the test statistic.
f. Make a decision regarding the null hypothesis based on
the p-value and the significance level. State your decision
and explain it.
g. Interpret the results in the context of the research
question. What conclusions can be drawn from the
hypothesis test?

SOW Formulate a research problem that demonstrates the importance

(Produce) of hypothesis testing in your field of specialization. Follow the
formal instructions below:

1. Clearly state the research problem in a concise and focused

manner. The problem should reflect a specific aspect or
question within your field of specialization that can be
investigated using hypothesis testing.
2. Justify the importance of the research problem by highlighting
its relevance and potential impact in your field of
specialization. Explain how addressing this problem can
contribute to the advancement of knowledge or practical
applications within the field.
3. Formulate the null and alternative hypotheses for the
research problem. Clearly state the assumptions and
expectations that will be tested through hypothesis testing.
4. Identify the appropriate hypothesis test or statistical
technique that is commonly used in your field to address the
research problem. Provide a rationale for the chosen test
based on its suitability and compatibility with the research
question and data type.
5. Discuss the steps involved in conducting the hypothesis test,
including data collection, sample size determination,

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significance level selection, and statistical analysis

procedures. Provide a comprehensive overview of the entire
process.
6. Emphasize the importance of hypothesis testing in
addressing the research problem. Explain how hypothesis
testing provides a systematic and rigorous approach to
evaluating hypotheses, drawing conclusions, and making
informed decisions based on evidence.
7. Highlight the potential implications and outcomes of the
research problem. Discuss the significance of the results
obtained from hypothesis testing and how they can contribute
to theory development, practical interventions, or further
research within your field of specialization.
8. Justify the need for rigorous hypothesis testing in your field of
specialization, emphasizing the role it plays in ensuring
accurate and reliable findings, avoiding erroneous
conclusions, and promoting evidence-based practices.

Follow these formal instructions to formulate a research problem

that showcases the importance of hypothesis testing in your field
of specialization. Provide clear and compelling justifications,
articulate the hypotheses, and discuss the steps and
implications of hypothesis testing to underscore its significance
in your specific area of expertise.

Local  Albert (2007). Basic Statistics for the Tertiary Level. Manila:
References Rex Publishing Company
 Arcilla, Co, Ocampo, & Trevalles (2013). Statistical Literacy
for Lifelong Learning. Manila: ABIVA Publishing House, Inc.
 Cayabyab, Junatas, & Cabison (2012). Basic Statistics.
Chrizam Printing Press: Arellano St., Dagupan City

Foreign  Bluman, A. G. (2004). Elementary Statistics: A Step-by-Step

References Approach. Fifth Edition. New York: McGraw-Hill Education,
Inc.
 Mann (2011). Introductory Statistics. Seventh Edition.
Hoboken, N.J.; Wiley
 Mendenhall, Beaver, & Beaver (2009). Introduction to
Probability and Statistics. Thirteenth Edition. Belmotn CA:
Thomson/Brooke/Cole.
 Spiegel, M. R. & Stephens, L. J. (2008). Schaum’s Outline of
Theory and Problems of Statistics. Fourth Edition. New York:
McGraw-Hill Education, Inc.
 Triola, M. (1998). Elementary Statistics. District of Columbia:
Addison-Wesley-Longman, Inc.
 Walpole, Myers, & Ye (2011). Probability and Statistics for

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Engineers and Scientists. Nineth Edition. Singapore: Pearson

Education (Asia).

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