Hypothesis Testing Guide

SENIOR HIGH SCHOOL
MATH 2 – STATISTICS AND PROBABILITY

2nd Semester | AY 2020-2021
Module No. 5: Hypothesis Testing

Time Frame: Week 7 – February 22-26, 2021
1. Overview
This module contains the concept about hypothesis testing. In addition, you will learn the
steps in conducting tests of hypotheses which will be very useful in analyzing research data and
coming up with valid conclusions. Furthermore, hypothesis testing will be applied to research data
from scientific experiments and real-life situations.
2. Most Essential Learning Competencies

At the end of this module, the learners are expected to:
1. Illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; (d) rejection
region; and (e) types of errors in hypothesis testing.
2. Identifies the parameter to be tested given a real-life problem.
3. Formulates the appropriate null and alternative hypotheses on a population mean.
4. Identifies the appropriate form of the test-statistic when: (a) the population variance is assumed to
be known; (b) the population variance is assumed to be unknown.
5. Identifies the appropriate 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.
6. Computes for the test-statistic value (population mean).
7. Draws conclusion about the population mean based on the test-statistic value and the rejection
region.
8. Solves problems involving test of hypothesis on the population mean.
9. Formulates the appropriate null and alternative hypotheses on a population proportion.
10. Computes for the test-statistic value (population proportion).
11. Draws conclusion about the population proportion based on the test-statistic value and the rejection
region.
12. Solves problems involving test of hypothesis on the population proportion.
3. Content / Discussion / Learning Resources / Links
Opening Prayer
Oratio Imperata (First Period)
God our Father, we come to you in our need to ask your protection against the COVID-19 that has
disturbed and even claimed lives.
We pray that you guide the people tasked to find cures for this disease and to stem its transmission.
Protect the medical experts that they may minister to the sick with competence and compassion.
We pray for those afflicted, may they be restored to health soon.
Protect those who care for them. Grant eternal rest to those who have died.
Give us the grace in this trying time to work for the good of all and to help those in need.
We implore you to stop the spread of this virus and to save us from our fears.
Grant all these through our Lord Jesus Christ your Son who lives and reigns with you, in the unity of
the Holy Spirit, one God, forever and ever. Amen.
Faculty: Ms. Acell Tiglao, Ms. Camille Franco, Ms. Veronica Mallari, Ms. Narlyn Perez 1 | Page
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Oratio Imperata (Continuation)
We fly to your protection, oh Holy Mother of God.

Do not despise our petition in our necessities, but deliver us always from all dangers, oh glorious and
blessed Virgin. Amen.
Our Lady, health of the sick, pray for us.
St. Raphael the Archangel, pray for us.
St. Roch, pray for us.
St. Lorenzo Ruiz, pray for us.
St. Pedro Calungsod, pray for us.
CLASS PRAYER TO OUR LADY ASSUMED INTO HEAVEN (Second Period)

Dear Mother Mary who assumed into heaven, all the angels and saints acclaim you as our
Queen.
We bless the Lord God who chose you to be our mother of his Son, our Lord Jesus Christ.
For this, we offer you love and devotion.
Watch over us today with your tender, motherly love.
Lead us always to see and feel the presence of Jesus in our midst, that we may manifest his
kindness, his peace and love for all.
Dear Mother, you are our life, our sweetness, and our hope. We look to you for help in our
needs especially…
(pause and mention special class petitions of the day).
May this day be an opportunity for us all to be like you, O wise (biasa), kind (maganaca)
and loving (mayap) Virgin Mary. Amen.
Hail Mary…
Our Lady Assumed into heaven
Pray for us.
Motivation
TWO TRUTHS AND A LIE

Instructions: Ask any two to three volunteers from the class and asked them to write down three
things about themselves. Two of these things are true, and one is a lie. They then share
what they wrote down with their classmates, and the class has to guess which
statement is the lie.
Let us now see the connection of the previous activity

on our lesson today.
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Lesson 1: Concept of Hypothesis Testing
Hypothesis Testing
In coming up with a research problem and in designing an experiment, one usually starts with a guess
or a conjecture called a hypothesis. A statistical hypothesis is an assertion, statement, or conjecture
concerning one or more unknown parameters or distributional properties of the populations.
Moreover, a hypothesis is an educated guess about something in the world around you. It should be
testable, either by experiment or observation. For example:
• A new medicine you think might work.
• A way of teaching you think might be better.
• A possible location of new species.
• A fairer way to administer standardized tests.
It can really be anything at all as long as you can put it to the test.
Two Types of Statistical Hypotheses

1. Null Hypothesis denoted as 𝐻𝑜 , is a statement of no difference and contains the equality
statement that you want to test.
2. Alternative Hypothesis denoted as 𝐻𝑎 or 𝐻1 , is the operational statement of the research and
contains the non-equality statement. It is the opposite of null hypothesis. It is an assertion believed
to be true whenever the null hypothesis is rejected.
Steps in Hypothesis Testing

A test of statistical hypotheses consists of five important steps:
1. Formulate null and alternative hypotheses.
2. Decide on the level of significance 𝛼.
3. Compute the test−statistic.
4. Establish the critical region.
5. Make the decision and conclusion.
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STEP 1: Formulating Null and Alternative Hypotheses

In hypothesis testing, the formulation of null and alternative hypotheses is crucial. The alternative
hypothesis 𝐻𝑎 represents the research question to be answered. The null hypothesis 𝐻𝑜 opposes the
alternative hypothesis 𝐻𝑎 .
The rejection of the null hypothesis 𝐻𝑜 leads to the acceptance of the alternative hypothesis 𝐻𝑎 , which
may be directional or nondirectional.
Two Forms of Alternative Hypothesis

1. Directional also known as one-tailed test, is an assertion that one measure is less than or greater
than another measure.
2. Non-directional also known as two-tailed test, is a statement which asserts that one value is
different from another.
STAT TIPS!
A directional alternative hypothesis involves quantifiers < or >. A non-directional alternative
hypothesis involves the quantifier ≠.
Let us consider the example below on how to formulate null and alternative hypotheses.
Situation: You want to study the drug potency of antibiotics. A drug manufacturer claims that the percentage
of patients cured by this antibiotic is 90%.
In this case, let 𝑝 be the true proportion of patients cured by the antibiotics.
𝐻𝑜 : The proportion of patients cured by the antibiotics is equal to 90% or 0.90.
𝐻𝑎 : The proportion of patients cured by the antibiotics is not equal to 90% or 0.90.
Based on the given above, you can say that the alternative hypothesis is nondirectional. Let us have one
more example.
Situation: The average monthly power consumption of households in a certain town is 4000 kilowatts (kW).
A philanthropist donated solar energy panels to lessen the electricity consumption of the town. A public
official would like to determine if there is a decrease in the power consumption of this town per month.
In this case, let 𝜇 be the average monthly electricity consumption of households in a certain town.
𝐻𝑜 : The average monthly electricity consumption of households in a certain town is 4000 kW.
𝐻𝑎 : The average monthly electricity consumption of households in a certain town is less than 4000 kW.
STEP 2: Level of Significance

The significance level is also denoted as alpha or α. It is the probability of rejecting the null hypothesis
when it is true.
Conducting Statistical Tests

A researcher who collects and uses the sample data to infer whether there is sufficient evidence
favoring the alternative hypothesis 𝐻𝑎 rather than the null hypothesis 𝐻𝑜 arrives at one of these two
conclusions:
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1. Reject 𝐻𝑜 in favor of 𝐻𝑎 because of sufficient evidence in the data.

2. Fail to reject 𝐻𝑜 (Do not reject 𝐻𝑜 ) because of insufficient evidence in the data.
In statistical tests where inferences about a population are made from sample data, four possibilities
exist when you make decisions, as shown in the table below.
Fact
Decision
𝐻𝑜 is true 𝐻𝑜 is false
Do not reject 𝑯𝒐 Correct Decision Type II error
Reject 𝑯𝒐 Type I error Correct Decision
You have made the correct decisions when a true null hypothesis is not rejected or when a false null
hypothesis is rejected. On the other hand, you commit errors when a true null hypothesis is rejected
(𝑡𝑦𝑝𝑒 𝐼 𝑒𝑟𝑟𝑜𝑟) and when a false null hypothesis is not rejected (𝑡𝑦𝑝𝑒 𝐼𝐼 𝑒𝑟𝑟𝑜𝑟).
Usually, the level of significance α is set to 0.05, but if the consequence of committing a type I error is
severe, α is set to 0.01. Moreover, other researchers also set α to 0.1.
STAT TIPS!
The level of significance, denoted by α, is the probability of committing a type I error.
STEP 3: Computing Test Statistics and 𝒑 − 𝐯𝐚𝐥𝐮𝐞𝐬

Statistical tests must be conducted on the collected data, and appropriate measures in decision
making must be computed. These measures are 𝑡𝑒𝑠𝑡 𝑠𝑡𝑎𝑡𝑖𝑠𝑡𝑖𝑐 and 𝑝 − 𝑣𝑎𝑙𝑢𝑒.
A test statistic is a numerical value computed from sample data that is sensitive to the differences
between null hypothesis 𝐻𝑜 and alternative hypothesis 𝐻𝑎 . Computing 𝑧 − 𝑡𝑒𝑠𝑡, 𝑡 − 𝑡𝑒𝑠𝑡, 𝜒 2 , and 𝐹 − 𝑡𝑒𝑠𝑡
statistics will be discussed in the next lesson.
The significance probability or p-value is the probability using the test statistic value in the direction
of the alternative hypothesis 𝐻𝑎 , assuming that the null hypothesis 𝐻𝑜 is true.
STAT TIPS!
A test statistic is a numerical value computed from the sample data.
A significance probability or p-value is the lowest level of significance at which the test statistics value
is significant.
STEP 4: Determining the Critical (Rejection) Region

The distribution of the entire set of possible values of the test statistic is divided into two regions: the
critical or rejection region and nonrejection region.
A critical or rejection region consists of values that support the alternative hypothesis 𝐻𝑎 and leads
to the rejection of null hypothesis 𝐻𝑜 . It has an area given by the level of significance 𝛼. A nonrejection region
consists of values that support the null hypothesis 𝐻𝑜 and leads to its nonrejection. It has an area given by
the confidence level 1 − 𝛼.
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The researcher specifies the level of significance 𝛼, which determines a critical value that divides the
rejection and nonrejection regions. The location of the rejection and nonrejection region depends on the type
of test to be performed. See illustrations below.
nonrejection region nonrejection region

𝑎𝑟𝑒𝑎 = 1 − 𝛼 𝑎𝑟𝑒𝑎 = 1 − 𝛼 nonrejection region
𝑎𝑟𝑒𝑎 = 1 − 𝛼
Fig 1.1 Critical regions Fig 1.2 Critical regions Fig 1.3 Critical regions
for two-tailed test for right-tailed test for left-tailed test
STEP 5: Making a Decision and a Conclusion

The test statistic or the 𝑝 − 𝑣𝑎𝑙𝑢𝑒 serves as the basis for deciding whether to reject or fail to reject
the null hypothesis 𝐻𝑜 . If the computed value of the test statistic is located in the critical or rejection region,
then 𝐻𝑜 is rejected. If the computed value of the test statistic is located in the nonrejection region, then do
not reject 𝐻𝑜 .
The significance probability or p−value can also serve as a measure for deciding whether to reject or
fail to reject the null hypothesis 𝐻𝑜 . Reject the null hypothesis if 𝑝 ≤ 𝛼. Otherwise, do not reject 𝐻𝑜 .
Activity 1.1
Instructions: Formulate the appropriate null and alternative hypotheses for each situation.
1. A parents’ organization in a school is concerned about the proportion of fat content of the burgers sold
in the school canteen. This canteen claims that the proportion is only about 18%. But some students
believe that the fat content is higher than that.
2. A maternity hospital claims that the mean birth weight of babies delivered in their charity ward is 2.5 kg.
But that is not what a group of obstetricians believe.
3. A fitness club claims that their routines can elevate heart rates of up to 200 bpm on the average. A critic
says this is an overestimate of the actual average.
4. A barangay official claims that the mean family income of his constituents is 30,000.00 but some group
of residents believe that this is not true.
5. An electric company says that the average consumption of residents in a certain town is 300kWh per
month. But the town’s mayor says their town’s residents consume less.
Are there clarifications about the first lesson? If none, let us

now proceed to the next lesson.
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Lesson 2: Test Statistic
Hypothesis Testing about One Population Mean 𝝁

Suppose a random sample of size 𝑛 is drawn from a population with an unknown mean 𝜇 and a
population standard deviation 𝜎. You want to test the null hypothesis 𝐻𝑜 that the unknown population
mean 𝜇 is equal to some hypothesized population mean value 𝜇𝑜 . That is, you test
𝐻𝑜 : 𝜇 = 𝜇𝑜
against one of three possible alternative hypotheses:
1. 𝐻𝑎 : 𝜇 ≠ 𝜇𝑜 (𝑡𝑤𝑜 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
2. 𝐻𝑎 : 𝜇 > 𝜇𝑜 (𝑟𝑖𝑔ℎ𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
3. 𝐻𝑎 : 𝜇 < 𝜇𝑜 (𝑙𝑒𝑓𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
𝒛 − 𝒕𝒆𝒔𝒕 for One Population Mean 𝝁: 𝝈 𝐢𝐬 𝐊𝐧𝐨𝐰𝐧

When a random sample of size 𝑛 is drawn from a normal population with a known population
standard deviation 𝜎, or whenever a sample size is large (𝑛 > 30), the 𝑧 − 𝑡𝑒𝑠𝑡 statistic is used. The 𝑧 − 𝑡𝑒𝑠𝑡
statistic for population mean 𝜇 is given by
𝑥̅ − 𝜇𝑜
𝑧= 𝜎
√𝑛
where 𝑥̅ is the sample mean and
𝜇𝑜 is the hypothesized parameter value.
The standardized 𝑧 − 𝑡𝑒𝑠𝑡 statistic is obtained from the Central Limit Theorem, which justified the
large sample test (𝑛 > 30) even if the random sample was drawn from a nonnormal population with
unknown population standard deviation 𝜎. As long as the sample size is large, the population standard
deviation 𝜎 can be estimated by the sample standard deviation 𝑠.
𝒕 − 𝒕𝒆𝒔𝒕 for One Population Mean 𝝁: 𝝈 𝐢𝐬 𝐔𝐧𝐤𝐧𝐨𝐰𝐧

When a random sample of size 𝑛 is drawn from a normal population with unknown population
standard deviation 𝜎, but usually the sample size is small (𝑛 < 30), an identical but a more appropriate
statistical test is called 𝑡 − 𝑡𝑒𝑠𝑡. The 𝑡 − 𝑡𝑒𝑠𝑡 statistic for population mean 𝜇 with degree of freedom 𝑑𝑓 =
𝑛 − 1 is given by
𝑥̅ − 𝜇𝑜
𝑡= 𝑠
√𝑛
where 𝑥̅ is the sample mean and
𝜇𝑜 is the hypothesized parameter value, and
𝑠 is the sample standard deviation.
Hypothesis Testing about One Population Proportion 𝒑

Many qualitative surveys involve hypothesis testing involving proportions or percentages. You want
to test the null hypothesis 𝐻𝑜 that an unknown population proportion 𝑝 is equal to some hypothesized value
𝑝𝑜 , that is
𝐻𝑜 : 𝑝 = 𝑝𝑜
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1. 𝐻𝑎 : 𝑝 ≠ 𝑝𝑜 (𝑡𝑤𝑜 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
2. 𝐻𝑎 : 𝑝 > 𝑝𝑜 (𝑟𝑖𝑔ℎ𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
3. 𝐻𝑎 : 𝑝 < 𝑝𝑜 (𝑙𝑒𝑓𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
𝒛 − 𝒕𝒆𝒔𝒕 for One Population Proportion 𝒑

Suppose that a sufficiently large sample size 𝑛 is randomly drawn from a population. For the
randomly drawn sample to be sufficiently large, the rule of thumb is 𝑛𝑝 > 5 and 𝑛(1 − 𝑝) > 5 should be
satisfied. For a large sample case, the Central Limit Theorem justifies the use of an approximate 𝑧 − 𝑡𝑒𝑠𝑡 with
a 𝑧 − 𝑡𝑒𝑠𝑡 statistic for population proportion given by
𝑝̂ − 𝑝𝑜
𝑧=
𝑝 𝑞
√ 𝑜 𝑜
𝑛
𝑥
where 𝑝̂ = and 𝑥 represents the number of successes in the sample of size 𝑛.
𝑛
Hypothesis Testing about One Population Variance 𝝈𝟐

Suppose that a random sample size of 𝑛 is drawn from a normal population. You want to test the null
hypothesis that the population variance 𝜎 2 is equal to a specified value 𝜎𝑜2 , that is
𝐻𝑜 : 𝜎 2 = 𝜎𝑜2
1. 𝐻𝑎 : 𝜎 2 ≠ 𝜎𝑜2 (𝑡𝑤𝑜 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
2. 𝐻𝑎 : 𝜎 2 > 𝜎𝑜2 (𝑟𝑖𝑔ℎ𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
3. 𝐻𝑎 : 𝜎 2 < 𝜎𝑜2 (𝑙𝑒𝑓𝑡 − 𝑡𝑎𝑖𝑙𝑒𝑑 𝑡𝑒𝑠𝑡)
(𝑛−1)𝑠2
Recall that 𝜒 2 = 𝜎𝑜2
has a chi-square (𝜒 2 ) probability distribution with 𝑛 − 1 degrees of freedom,
with the assumption that a random sample of size 𝑛 is obtained from a normally distributed population. The
appropriate test statistic is the standardized 𝜒 2 − 𝑡𝑒𝑠𝑡 statistic given by
(𝑛 − 1)𝑠 2
𝜒2 = .
𝜎𝑜2
Now, consider the following examples that shows how to perform the steps in hypothesis testing.
1. Automotive engineers tested the gas mileage (in kilometers per liter on km/L) of a passenger car model
from a certain car company. A random sample of 35 cars resulted to a mean gas mileage of 15 km/L and
a standard deviation of 2.5 km/L. The car company claims that the passenger car model has an average
gas mileage of 16 km/L. Test if this claim is valid at 5% level of significance.
Solution:
Step 1: Formulate the null and alternative hypotheses.
Ho: The car has an average gas mileage equal to 16 km/L.
Ha: The car has an average gas mileage not equal to 16 km/L.
You may also write the null and alternative hypotheses in symbols, that is,
Ho: 𝜇 = 16
Ha: 𝜇 ≠ 16
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Step 2: Level of significance.

𝛼 = 0.05
Step 3: Compute the test statistic.

Since 𝑛 > 30, use 𝑧 − 𝑡𝑒𝑠𝑡 where 𝜎 is known.
𝑥̅ − 𝜇𝑜
𝑧= 𝜎
√𝑛
Given: 15 − 16
𝑧= = −𝟐. 𝟑𝟕
𝑥̅ = 15 2.5
𝜇𝑜 = 16 √35
𝜎 = 2.5
𝑛 = 35
Step 4: Establish the critical region.
Since Ha is nondirectional, the statistical test is two-tailed. Hence, there are two critical regions,
𝛼 0.05
one at each tail with an area of 2 = 2
= 0.025. The critical values are
−𝑧𝛼 = −𝑧0.025 = −1.96 and 𝑧𝛼 = 𝑧0.025 = 1.96.
2 2
These critical regions are illustrated below.
𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛 𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛
−2.37
Step 5: Make a decision and a conclusion.

Ho is rejected, since the computed 𝑧 − 𝑡𝑒𝑠𝑡 statistic falls in the critical region, that is 𝑧 = −2.37 <
−1.96. Therefore, there is sufficient evidence at 5% level of significance that the average gas
mileage of the car is significantly different from 16 km/L (𝜇 ≠ 16). Hence, the claim of the
manufacturer is not valid.
2. Angel heard that the average grade in mathematics, of her class, is at least 88%. She was not convinced
by this, and so decided to use hypothesis testing to check if this claim was true. She got a random sample
of 10 classmates who gave their grades in mathematics. The grades are as follows:
90 93 85 77 88 80 78 83 95 90
Assume that the distribution of the grades is normal. Based on this sample data, what would Angel’s
conclusion be on the average grade of her class in mathematics?
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Solution:
Ho: The average grade of her class in mathematics is at least 88%.
Ha: The average grade of her class in mathematics is less than 88%.
Ho: 𝜇 ≥ 88
Ha: 𝜇 < 88

𝛼 = 0.05

Since 𝑛 < 30, use 𝑡 − 𝑡𝑒𝑠𝑡 statistic.
𝑥̅ − 𝜇𝑜
𝑡= 𝑠
√𝑛
Given: 85.9 − 88
𝑡= = −𝟏. 𝟎𝟓
𝑥̅ = 85.9 6.3
𝜇𝑜 = 88 √10
𝜎 = 6.3
𝑛 = 10
Note: Sample mean 𝑥̅ and standard deviation 𝑠 was computed using the given grades.

Ha is directional involving the quantifier <, hence, the statistical test is left-tailed. The critical
region is given by −𝑡𝛼 = −𝑡0.05 with 𝑑𝑓 = 𝑛 − 1 = 10 − 1 = 9. From 𝑡 − distribution table,
−𝑡𝛼 = −1.833.
The critical region is illustrated below.
𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛 𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛
−1.833
−1.05

Ho is not rejected, since the computed 𝑡 − 𝑡𝑒𝑠𝑡 statistic does not fall in the critical region, that is
𝑡 = −1.05 > −1.833. Therefore, there is insufficient evidence from the sample data at 5% level
of significance that the average grade of the class in mathematics is significantly lower than 88%.
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3. A survey is conducted to determine the opinions of people on global warming. In a random sample of 150
people, 108 people think that global warming is a serious world problem. Is there a sufficient evidence
that the proportion of people who regard global warming as a serious problem is significantly higher
than 60%? Use 1% level of significance.
Solution:
Ho: The proportion of people who regard global warming as a serious problem is 60%.
Ha: The proportion of people who regard global warming as a serious problem is greater than
60%.
Ho: 𝑝 ≤ 0.60
Ha: 𝑝 > 0.60
Step 2: Level of significance: 𝛼 = 0.01

Using 𝑧 − 𝑡𝑒𝑠𝑡 for one population proportion,
𝑝̂ − 𝑝𝑜
𝑧=
𝑝 𝑞
√ 𝑜 𝑜
𝑛
Given: 0.72 − 0.60
𝑧= = 𝟑. 𝟎𝟎
𝑥 108 0.60(0.40)
𝑝̂ = = = 0.72 √
𝑛 150 150
𝑝𝑜 = 0.60
𝑞𝑜 = 1 − 𝑝𝑜 = 0.40
𝑛 = 150

Ha is directional involving the quantifier >, hence, the statistical test is right-tailed. The critical
region is given by 𝑧𝛼 = 𝑧0.01 = 2.33.
The critical region is illustrated below.
𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛
2.33 3.00
Ho is rejected, since the computed 𝑧 − 𝑡𝑒𝑠𝑡 statistic lies in the critical region, that is 𝑧 = 3.00 >
2.33. Therefore, there is sufficient evidence at 1% level of significance that the proportion of
people who regard global warming as a serious problem is significantly higher than 60%.
SENIOR HIGH SCHOOL
4. Using a calibration instrument, a researcher needs to confirm whether the standard deviation of the
measurements made using his instrument is at most 0.5 units. If not, the instrument needs adjustment.
During an experiment, he recorded the following measurements using this instrument on the same
object:
6.5 8.5 7 8 7.5 7.8 7 8.1 7.2
Does the researcher need to adjust the calibration instrument? Use 5% level of significance.
Note: Since 𝜎 = 0.5, therefore 𝜎 2 = 0.25.
Solution:
Ho: The calibration instrument needs no adjustment.
Ha: The calibration instrument needs to be adjusted.
Ho: 𝜎 ≤ 0.5
Ha: 𝜎 > 0.5
Step 2: Level of significance: 𝛼 = 0.05

The appropriate chi-square statistic can be computed as follows:
Given: (𝑛 − 1)𝑠 2
𝜒2 =
𝑥̅ = 7.51 𝜎𝑜2
𝑠 = 0.64 (9 − 1)(0.41)
𝜒2 = = 𝟏𝟑. 𝟏𝟐
𝑠 2 = 0.41 0.25
𝑛=9
𝜎𝑜2 = 0.25

Ha is directional involving the quantifier >, hence, the statistical test is right-tailed. The critical
2
region is given by 𝜒𝛼2 = 𝜒0.05 = 15.507 with 𝑑𝑓 = 𝑛 − 1 = 9 − 1 = 8.
The chi-square distribution curve is illustrated below.
13.12 15.507
SENIOR HIGH SCHOOL

Ho is not rejected, since the computed 𝜒 2 − 𝑡𝑒𝑠𝑡 statistic does not lie in the critical region, that is
𝜒 2 = 13.12 < 15.507. Therefore, there is insufficient evidence at 5% level of significance that the
standard deviation of the measurements obtained by the calibration instrument exceeds 0.5
units. Hence, the instrument needs no adjustment.
Hypothesis Testing involving Two Populations
Hypothesis Testing About Two Population Means

In comparing two population means 𝜇1 and 𝜇2 , you look at their hypothesized difference 𝜇𝑑 given by
𝜇𝑑 = 𝜇1 − 𝜇2
which is best estimated by the difference of the sample means
𝑥̅1 − 𝑥̅2 .
To test whether the difference in the sample means indicates that the true difference in population
means differs from the hypothesized value 𝜇𝑑 , formulate the null hypothesis.
𝐻0 : 𝜇1 − 𝜇2 = 𝜇𝑑
against any of three possible alternative hypotheses:
1. 𝐻𝑎 : 𝜇1 − 𝜇2 ≠ 𝜇𝑑 (two-tailed test),
2. 𝐻𝑎 : 𝜇1 − 𝜇2 > 𝜇𝑑 (right tailed test), or
3. 𝐻𝑎 : 𝜇1 < 𝜇2 ≠ 𝜇𝑑 (left tailed test).
When there is no specified difference, then 𝜇𝑑 = 0, and hence, the null and alternative hypotheses
are simplified as follows. You then test the null hypothesis
𝐻0 : 𝜇1 − 𝜇2
against any of three possible alternative hypotheses:
1. 𝐻𝑎 : 𝜇1 − 𝜇2 (two-tailed test),
2. 𝐻𝑎 : 𝜇1 > 𝜇2 (right tailed test), or
3. 𝐻𝑎 : 𝜇1 < 𝜇2 (left tailed test).
Case 1: Hypothesis Testing on Two Population Means with Independent Samples

Suppose that two independent samples of sizes 𝑛1 and 𝑛2 are obtained from two populations with
unknown population standard deviations 𝜎1 and 𝜎2 and population variances 𝜎12 and 𝜎22 .
z-Test for Two Population Means 𝝁𝟏 − 𝝁𝟐

When two independent samples are randomly drawn from a normal population with known
population standard deviations 𝜎1 and 𝜎2 ; or whenever the sample sizes are large (𝑛1 > 30 𝑎𝑛𝑑 𝑛2 > 30), the
appropriate z-test statistic for 𝜇1 − 𝜇2 is given by
(𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑧=
𝜎2 𝜎2
√ 1+ 2
𝑛1 𝑛2
For large sample sizes, the population variances 𝜎12 and 𝜎22 can be estimated by the sample variances
𝑠12 and 𝑠22 , respectively, and the z-test statistic results to
SENIOR HIGH SCHOOL
(𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑧=
𝑠2 𝑠2
√ 1+ 2
𝑛1 𝑛2
STAT TIPS!
In testing two population parameters with independent samples, two sample sizes must not be equal.
1. A study was conducted to compare the average time in days persons who take vitamin C supplements need
to recover from a common cold compare to those who do not take any vitamin C supplement. Two
independent samples were obtained resulting to the given data.
With Vitamin C Supplement Without Vitamin C Supplement
Sample size 40 36
Sample mean 5.8 6.9
Sample standard deviation 1.1 3.0
Is there a sufficient evidence that the use of vitamin C reduces the average time is required to recover from
a common cold at 5% level of significance?
Solution:
Ho: The intake of vitamin C does not reduce the average time to recover from a common cold.
Ha: The intake of vitamin C reduces the average time to recover from a common cold.
Ho: 𝜇1 − 𝜇2 ≥ 𝜇𝑑 = 0 or 𝜇1 ≥ 𝜇2
Ha: 𝜇1 − 𝜇2 < 𝜇𝑑 = 0 or 𝜇1 < 𝜇2

𝛼 = 0.05
Given:
Population 1: (𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑧=
Recovery time with Vitamin C
𝑠2 𝑠2
𝑛1 = 40 √ 1+ 1
𝑛1 𝑛2
𝑥̅1 = 5.8
𝑠1 = 1.1 (5.8 − 6.9) − 0
𝑧= = −𝟐. 𝟎𝟖
2 2
√(1.1) + (3.0)
Population 2: 40 36
Recovery time without
Vitamin C
𝑛2 = 36
𝑥̅1 = 6.9
𝑠1 = 3.0
SENIOR HIGH SCHOOL

Since Ha is directional, the statistical test is one-tailed. Hence, the critical value is given by
−𝑧𝛼 = −𝑧0.05 = −1.645.
This critical region is illustrated below.
−1.645
−2.08

Ho is rejected, since the computed 𝑧 − 𝑡𝑒𝑠𝑡 statistic falls in the critical region, that is 𝑧 = −2.08 <
−1.645. Therefore, there is sufficient evidence at 5% level of significance that the use of vitamin
C reduces the average time needed to recover from a common cold.
Pooled-Variance t-Test for Two Population Means: 𝝈𝟐𝟏 and 𝝈𝟐𝟐 Unknown but Assumed Equal
When two independent samples with 𝑛1 ≤ 30 or 𝑛2 ≤ 30 are randomly drawn from normal
populations with unknown but assumed to be equal population standard deviations 𝜎12 and 𝜎22 , the
appropriate t-test statistic for 𝜇1 − 𝜇2 is given by
(𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑡=
1 1
√𝑠𝑝2 ( + )
𝑛 1𝑛 2
where the pooled variance 𝑠𝑝2 is given by
(𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22
𝑠𝑝2 =
𝑛1 + 𝑛2 − 2
this is equivalent to
(𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑡=
1 1
𝑠𝑝 √𝑛 + 𝑛
1 2
where pooled standard deviation 𝑠𝑝 is given by
(𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22

𝑠𝑝 = √
𝑛1 + 𝑛2 − 2
2. A random sample of scores obtained in a statistics examination by eight male students and a random
sample of scores obtained in the same examination by six female students are shown below:
Male 79 88 64 91 83 91 89 74
Female 70 51 82 72 90 61
SENIOR HIGH SCHOOL
Test the claim at the 5% level of significance. Assume that the statistics examination scores of male and
female students are normally distributed with unknown but equal variance.
Solution:
Ho: The average scores of male and female students in statistics examination are equal.
Ha: The average scores of male and female students in statistics examination are not equal.
Ho: 𝜇1 − 𝜇2 = 𝜇𝑑 = 0 or 𝜇1 = 𝜇2
Ha: 𝜇1 − 𝜇2 ≠ 𝜇𝑑 = 0 or 𝜇1 ≠ 𝜇2

𝛼 = 0.05

Given: Compute for the pooled variance first,
Population 1: (𝑛1 − 1)𝑠12 + (𝑛2 − 1)𝑠22
𝑠𝑝2 =
Test Scores of Male Students 𝑛1 + 𝑛2 − 2
𝑛1 = 8 (8 − 1)(9.6)2 + (6 − 1)(14)2
𝑥̅1 = 82.4 𝑠𝑝2 =
8+6−2
𝑠1 = 9.6 = 135.4
Population 2: Thus, the t-test statistic is given by

Test Scores of Female Students (𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑡=
𝑛2 = 6 1 1
√𝑠𝑝2 ( + )
𝑥̅1 = 71 𝑛1 𝑛 2
𝑠1 = 14 (82.4 − 71) − 0
𝑡= = 𝟏. 𝟖𝟏
1
√135.4 ( + ) 1
8 6

The critical regions are given by 𝑡 < 𝑡𝛼/2 or 𝑡 > 𝑡𝛼/2 with 𝑑𝑓 = 𝑛1 + 𝑛2 − 2. Hence, the critical
values are
−𝑡0.05,12 = −𝑡0.025 = ±2.179.
2
These critical regions are illustrated below.
−2.179 1.81 2.179
SENIOR HIGH SCHOOL

Since the computed t-test statistic does not fall in the rejection region, do not reject 𝐻𝑜 . Therefore,
at 𝛼 = 0.05, there is no significant difference between the average scores of male and female
students in the statistics examination.
Separate Variance t-Test for Two Population Means: 𝝈𝟐𝟏 and 𝝈𝟐𝟐 Unknown but Assumed Unequal
When two independent samples with 𝑛1 ≤ 30 or 𝑛2 ≤ 30 are randomly drawn from normal
populations with unknown but assumed to be unequal population standard deviations 𝜎12 and 𝜎22 , the
appropriate t-test statistic for 𝜇1 − 𝜇2 is given by
(𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑡=
𝑠2 𝑠2
√ 1+ 2
𝑛1 𝑛2
The sample variances cannot be pooled together since 𝜎12 ≠ 𝜎22 . This t-test statistic follows the t-
2
𝑠2 𝑠2
(𝑛1 + 𝑛2 )
1 2
distribution with degrees of freedom 𝑑𝑓 = 2 2 . In most cases where the computed degrees of freedom
𝑠2 𝑠2
( 1) ( 2)
𝑛1 𝑛2
+
𝑛1 −1 𝑛2 −1
is not a whole number, the fractional portion is dropped and the value is rounded down.
3. A study is conducted to determine whether different training programs have an effect on the productivity
of employees in a company that manufactures electronic equipment.
Twelve employees recently hired by the company were divided into two groups of six. The first group
received a computer-assisted, individual-based training program. The other received a collaborative team-
based training program. After the training, each employee was evaluated on the time (in seconds) it took
him/her to assemble a certain electronic part. The data from the study are tabulated below.
Team Assembly Time (in seconds)

Computer-
assisted 19.4 19.4 20.7 21.8 19.3 18.5
program
Team-based
22.4 15.6 16.0 21.7 30.7 20.8
program
Is there sufficient evidence to conclude that employees under computer-assisted individual-based program
faster than those employees under the team-based program? Assume that the variances of the assembly
times of two program are unequal. Use 5% level of significance.
Solution:
Ho: The average assembly time of employees under the computer-assisted individual-based
program is equal to the average assembly time of employees under the team-based program.
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Ha: The average assembly time of employees under the computer-assisted individual-based
program is significantly faster than the average assembly time of employees under the team-
based program.
Ho: 𝜇1 − 𝜇2 = 𝜇𝑑 = 0 or 𝜇1 = 𝜇2
Ha: 𝜇1 − 𝜇2 < 𝜇𝑑 = 0 or 𝜇1 < 𝜇2

𝛼 = 0.05

Given: (𝑥̅1 − 𝑥̅2 ) − 𝜇𝑑
𝑡=
Population 1:
𝑠2 𝑠2
Assembly Time under √ 1+ 2
𝑛1 𝑛2
Computer-assisted Program
𝑛1 = 6 (19.85 − 21.2) − 0
𝑡= = −𝟎. 𝟓𝟗
2 2
𝑥̅1 = 19.85 √(1.19) + (21.2)
𝑠1 = 1.19 6 6
Population 2:
Assembly Time under Team-
based Program
𝑛2 = 6
𝑥̅1 = 21.2
𝑠1 = 5.48

The rejection region is given by 𝑡 < 𝑡0.05 with
2 2
𝑠2 𝑠2 (1.19)2 (5.48)2
(𝑛1 + 𝑛2 ) ( +
1 2 6 6 )
𝑑𝑓 = 2 2 = = 𝟓. 𝟒𝟕
𝑠12 𝑠22 1.19 2 5.48 2
(𝑛 ) (𝑛 ) ( 6 ) ( 6 )
1 2 +
𝑛1 − 1 + 𝑛2 − 1 6−1 6−1
Rounding down, you get 𝑑𝑓 = 5.

The critical value 𝑡0.05,5 = 2.015, and so, the critical region is 𝑡 < −2.015 which is illustrated
below.
−1.645
−2.015 −0.59
SENIOR HIGH SCHOOL

Since the computed t-test statistic does not fall in the rejection region, do not reject 𝐻𝑜 . Therefore,
at 𝛼 = 0.05, there is no sufficient evidence that the average assembly time of employees under
the computer-assisted individual-based program is significantly faster than the average assembly
time of employees under the team-based program.
Case 2: Hypothesis Testing on Two Population Means with Dependent or Paired Samples
Two samples are said to be paired when for each data value collected from one sample, there is a
corresponding data value collected from the second sample; and both these data values are collected from
the same source or dependent sources.
Differences for each pair are computed and summarized. The average of the differences of the 𝑛 pairs
of observations is given by
∑𝑛𝑖=1 𝑑𝑖
𝑑̅ = .
𝑛
The standard deviation of the paired differences is given by
∑𝑛 (𝑑𝑖 − 𝑑̅ )2
𝑠𝑑 = √ 𝑖=1 .
𝑛−1
The test statistic for the paired t-test is given by

𝑑̅ − 𝜇𝑑̅
𝑡= 𝑠𝑑
√𝑛
which follows the 𝑡-distribution with 𝑑𝑓 = 𝑛 − 1 where 𝑛 is the number of pairs.
4. Suppose that a study was conducted to determine the effect of a vegetarian diet on weight. The data below
are the weights (in kilogram𝑠) of 10 persons who were on a standard diet and who agreed to adopt a
vegetarian diet for one month. Weights were recorded before they adapted the diet one month after.
Person 1 2 3 4 5 6 7 8 9 10
Before 70 65 64 74 55 68 66 72 58 62
After 67 60 62 70 54 65 62 67 53 60
Determine if a vegetarian diet is effective in reducing weight. Assume that the differences in weight before
adopting the diet and one month after, follow the normal distribution. Use 1% level of significance.
Solution:
Ho: The vegetarian diet is not effective in reducing weight.
Ha: The vegetarian diet is effective in reducing weight.
Ho: 𝜇𝑏𝑒𝑓𝑜𝑟𝑒 = 𝜇𝑎𝑓𝑡𝑒𝑟
Ha: 𝜇𝑏𝑒𝑓𝑜𝑟𝑒 > 𝜇𝑎𝑓𝑡𝑒𝑟
SENIOR HIGH SCHOOL

𝛼 = 0.01

Person Before After 𝑑𝑖 𝑑𝑖 − 𝑑̅ (𝑑𝑖 − 𝑑̅ )
2
1 70 67 3 -0.4 0.16
2 65 60 5 1.6 2.56
3 64 62 2 -1.4 1.96
4 74 70 4 0.6 0.36
5 55 54 1 -2.4 5.76
6 68 65 3 -0.4 0.16
7 66 62 4 0.6 0.36
8 72 67 5 1.6 2.56
9 58 53 5 1.6 2.56
10 62 60 2 -1.4 1.96
34 𝑛
𝑑̅ = = 𝟑. 𝟒 ∑(𝑑𝑖 − 𝑑̅ )2 = 18.4
10
𝑖=1
Given: 𝑑̅ − 𝜇𝑑̅
𝑡= 𝑠𝑑
𝑛 = 10
𝑑̅ = 3.4 √𝑛
3.4 − 0
18.4 𝑡= = 𝟕. 𝟓𝟐
1.43
𝑠𝑑 = √ = 1.43
10 − 1 √10

The rejection region is given by 𝑡 > 𝑡0.01 = 2.821 with 𝑑𝑓 = 𝑛 − 1 = 10 − 1 = 9 as illustrated
below.
𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛

−1.645
2.821
7.52

Since the computed t-test statistic falls in the rejection region, reject 𝐻𝑜 . Therefore, there is a
sufficient evidence at 1% level of significance that the vegetarian diet is effective in reducing
weight.
SENIOR HIGH SCHOOL
Activity 2.1
Instructions: Perform hypothesis testing on each problem.
1. Physicians say that the normal temperature of a person’s body is 37℃. In a class, the temperature of 10
students were collected. These were (𝑖𝑛 𝑑𝑒𝑔𝑟𝑒𝑒𝑠 𝐶𝑒𝑙𝑠𝑖𝑢𝑠):
36.8, 37.3, 36.5, 37, 37.5, 37.1, 36.7, 37, 37.1, 36.9
Test the hypothesis that the students in this class have normal body temperature. Assume that body
temperature is normally distributed. Use 1% level of significance.
2. A factory manufacturing light-emitting diode (LED) bulb claims that their light bulbs last for 50 000 hours
on the average. To confirm if this claim is valid, a quality control manager got a sample of 50 LED bulbs
and obtained a mean lifespan of 40 000 hours. The standard deviation of the manufacturing process is
1,000 hours. Do you think that the claim of the manufacturer is valid at the 5% level of significance?
3. A drug company is required to evaluate the effectiveness of a medicine before it can sell this in the
market. Clinical trials are commonly done on an experimental group whose patients receive the medicine
and, on the control, group whose patients receive a placebo. In a clinical trial for one medicine, the
condition of 128 out 150 patients in the experimental group improved, while in the control group, the
condition of 35 out of 60 patients improved. Is the proportion of improved patients who received the
medicine significantly higher than those who received the placebo at 1% level of significance?
4. Ho: 𝜇1 = 𝜇2 versus Ha: 𝜇1 ≠ 𝜇2 (Assume 𝜎12 = 𝜎22 )

Sample 1 Sample 2
𝑛1 = 12 𝑛2 = 15
𝑥̅1 = 15.9 𝑥̅2 = 17
𝑠1 = 1.1 𝑠2 = 8
5. Ho: 𝜇1 ≠ 𝜇2 versus Ha: 𝜇1 > 𝜇2

Before 55 28 71 50 67 55 63 39
After 81 62 90 41 92 75 69 43
Do you have questions or clarifications? If none, are you now

ready for the progress check? Let’s do this!
SENIOR HIGH SCHOOL
4. Progress Check / Learning Activities / Exercises
Activity 3: Progress Check
This activity will determine if you have learned from the previous discussion.
Instructions: Perform hypothesis testing on each problem.
1. The Mathematics Department in a certain university is conducting a study to determine how long
it takes its graduates to find a job. A sample of 36 graduates was surveyed and it was found that
the average time it has taken a graduate to find a new job is 3.5 months, with a standard deviation
of 1.5 months. Is there a sufficient evidence to conclude that the graduates of this department
take on the average more than three months to find a job at 10% level of significance?
2. When certain air pollutants react with rainwater, acid rain that corrodes exposed metals is
produced. Suppose that water samples from 8 instances of rainfall are collected and analyzed for
power of hydrogen (pH) levels:
3.7, 3.9, 4.0, 3.5, 4.2, 4.5, 4.1, 3.8
Do you think that there is a reason to believe that the pH of rainwater is now greater than 3.5?
Assume that the pH levels of water samples are normally distributed. Use 5% level of significance.
3. A tyre manufacturer claims that its tyres have a mean life of at least 50 000 kms. A random sample
of 16 of these tyres is tested and the sample mean is 33 000 kms. Assume the populations
standard deviation is 3 000 kms and the lives of tyres are approximately normally distributed.
Test the manufacturer’s claim using the 5% level of significance.
4. A car manufacturing company is trying to decide whether to purchase brand A or brand B tires.
To help arrive at a decision, 8 tires of each brand are used until they wore out. The results are as
follows:
Brand A: 𝑥̅1 = 40 300 𝑘𝑚, 𝑠1 = 6 100 𝑘𝑚
Brand B: 𝑥̅2 = 39 800 𝑘𝑚, 𝑠1 = 5 800 𝑘𝑚
Assuming the populations are approximately normally distributed with equal variances, test the
hypothesis at the 0.05 level of significance that there is no significant difference between the two
brands of tires.
5. Ho: 𝜇1 = 𝜇2 versus Ha: 𝜇1 ≠ 𝜇2 (Assume 𝜎12 ≠ 𝜎22 )

Sample 1 Sample 2
𝑛1 = 12 𝑛2 = 15
𝑥̅1 = 15.9 𝑥̅2 = 17
𝑠1 = 1.1 𝑠2 = 8
5. Assignment
No assignment 😊
SENIOR HIGH SCHOOL
Before we formally end our discussion, let us first have this

take away.
6. Generalization / Take away
Life has many ways of testing a person’s will, either by having nothing happen at all, or
by having everything happen all at once.
7. Evaluation
This part of the module will assess your learning.
Congratulations! You have finished module 5. 😊
Closing Prayer
POPE FRANCIS PRAYER DURING THE PANDEMIC TO OUR LADY OF SALUS POPULI
ROMANI
(First Period)
O Mary, You shine continuously on our journey / as a sign of salvation and hope./ We
entrust ourselves to you,/ Health of the Sick,/ who, at the foot of the cross,/ were united
with Jesus’ suffering, and persevered in your faith./“Protectress of the Roman people”,/ you
know our needs,/ and we know that you will provide,/ so that, as at Cana in Galilee,/ joy and
celebration may return after this time of trial./ Help us, Mother of Divine Love,/ to conform
ourselves to the will of the Father/ and to do what Jesus tells us./ For he took upon himself
our suffering,/ and burdened himself with our sorrows/ to bring us, through the cross, to
the joy of the Resurrection. Amen.
Our Lady Assumed into heaven
Pray for us.
SENIOR HIGH SCHOOL
ANGELUS (Second Period)
V. The Angel of the Lord declared unto Mary,

R. And she conceived of the Holy Spirit.
Hail Mary, etc...
V. Behold the handmaid of the Lord.

R. Be it done unto me according to Your Word.
Hail Mary, etc...
V. And the Word was made flesh,

R. And dwelt among us.
Hail Mary, etc...
V. Pray for us, O holy Mother of God.

R. That we may be made worthy of the promises of Christ.
ANGELUS (Continuation)
Let us pray:
Pour forth, we beseech You, O Lord,

Your Grace into our hearts;
that as we have known the incarnation of Christ,
your Son by the message of an angel,
so by His passion and cross
we may be brought to the glory of His Resurrection.
Through the same Christ, our Lord.
Amen.
Our Lady Assumed into Heaven…
Pray for us.
SENIOR HIGH SCHOOL
References:
Hypothesis Testing – Statistics How To. Retrieved from https://www.statisticshowto.com/probability-and-
statistics/hypothesis-testing/
Ocampo, S.R. & Tresvalles, M.R. (2017). Probability, Statistics, and Applications. Abiva Publishing House,
Inc.

Hypothesis Testing Guide

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SENIOR HIGH SCHOOL

MATH 2 – STATISTICS AND PROBABILITY

Module No. 5: Hypothesis Testing

2. Most Essential Learning Competencies

3. Content / Discussion / Learning Resources / Links

Oratio Imperata (First Period)

Oratio Imperata (Continuation)

We fly to your protection, oh Holy Mother of God.

CLASS PRAYER TO OUR LADY ASSUMED INTO HEAVEN (Second Period)

TWO TRUTHS AND A LIE

Let us now see the connection of the previous activity

Lesson 1: Concept of Hypothesis Testing

Two Types of Statistical Hypotheses

Steps in Hypothesis Testing

STEP 1: Formulating Null and Alternative Hypotheses

Two Forms of Alternative Hypothesis

STEP 2: Level of Significance

Conducting Statistical Tests

1. Reject 𝐻𝑜 in favor of 𝐻𝑎 because of sufficient evidence in the data.

STEP 3: Computing Test Statistics and 𝒑 − 𝐯𝐚𝐥𝐮𝐞𝐬

STEP 4: Determining the Critical (Rejection) Region

nonrejection region nonrejection region

STEP 5: Making a Decision and a Conclusion

Are there clarifications about the first lesson? If none, let us

Lesson 2: Test Statistic

Hypothesis Testing about One Population Mean 𝝁

𝒛 − 𝒕𝒆𝒔𝒕 for One Population Mean 𝝁: 𝝈 𝐢𝐬 𝐊𝐧𝐨𝐰𝐧

𝒕 − 𝒕𝒆𝒔𝒕 for One Population Mean 𝝁: 𝝈 𝐢𝐬 𝐔𝐧𝐤𝐧𝐨𝐰𝐧

Hypothesis Testing about One Population Proportion 𝒑

against one of three possible alternative hypotheses:

𝒛 − 𝒕𝒆𝒔𝒕 for One Population Proportion 𝒑

Hypothesis Testing about One Population Variance 𝝈𝟐

Step 2: Level of significance.

Step 3: Compute the test statistic.

These critical regions are illustrated below.

𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛 𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛

Step 5: Make a decision and a conclusion.

Step 2: Level of significance.

Step 3: Compute the test statistic.

Step 4: Establish the critical region.

The critical region is illustrated below.

𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛 𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛

Step 5: Make a decision and a conclusion.

Step 2: Level of significance: 𝛼 = 0.01

Step 3: Compute the test statistic.

Step 4: Establish the critical region.

The critical region is illustrated below.

𝑛𝑜𝑛𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛 𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑟𝑒𝑔𝑖𝑜𝑛

6.5 8.5 7 8 7.5 7.8 7 8.1 7.2

Note: Since 𝜎 = 0.5, therefore 𝜎 2 = 0.25.

Step 2: Level of significance: 𝛼 = 0.05

Step 3: Compute the test statistic.

Step 4: Establish the critical region.

The chi-square distribution curve is illustrated below.

Step 5: Make a decision and a conclusion.

Hypothesis Testing involving Two Populations

Hypothesis Testing About Two Population Means

Case 1: Hypothesis Testing on Two Population Means with Independent Samples

z-Test for Two Population Means 𝝁𝟏 − 𝝁𝟐

Step 2: Level of significance.

Step 3: Compute the test statistic.

Step 4: Establish the critical region.

This critical region is illustrated below.