Hypothesis Testing Module

FOURTH QUARTER MODULE
BRIEF INTRODUCTION:
Hello, my dear Grade 11 students. Welcome to another exciting journey as we start the 4th
Quarter of the school year. I hope your enthusiasm and excitement got more ignited and challenged
by our new mode of learning amidst this COVID-19 outbreak.
In your Statistics and Probability class, your prior knowledge in your previous Mathematics
classes will still be used for you to be able to cope with the given task/activities. I hope you will enjoy
our lessons! Thus, in this second semester 4th quarter module, you are expected to acquire the essential
knowledge and develop the basic skills prescribed by DepEd’s learning standards aligned with the
MELCs as shown in the table below.
God speed and let’s get into it!
MODULE 1: BASIC CONCEPT OF HYPOTHESIS TESTING

Content Standard The learner demonstrates understanding of key concepts of tests of
hypotheses on the population mean and proportion.
Performance Standard The learner is able to perform appropriate tests of hypotheses
involving the population mean and population proportion to make
inferences in real-life problems in different disciplines.
Most Essential Learning  Illustrate:
Competencies (MELCs)  Null hypothesis
 Alternative hypothesis
 Level of significance
 Rejection region
 Type of errors in hypothesis testing
 Identify the parameter to be tested given a real-life problem
 Formulate the appropriate null and alternative hypotheses on a
population mean
21st Century Skills Critical Thinking
Core Values Social Responsibility
REFERENCES: (Please be guided with the given references to help you perform the given
activities. Click the given links and hyperlinks to access the suggested learning resources.)
A. Printed:
Chua, S. et al. (2016). Statistics and Probability Soaring 21st Century Mathematics. 927
Quezon Ave., Quezon City, Philippines: Phoenix Publishing House, Inc.
Ocampo, J. et al. (2016). Senior High Conceptual Math and Beyond Statistics and
Probability. Novaliches, Quezon City, Philippines: Brilliant Creations
Publishing, Inc.
B. Online links:
https://www.youtube.com/watch?v=VK-rnA3-41c
https://www.youtube.com/watch?v=-FtlH4svqx4
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INTRODUCTION:
One of our ultimate goals of every nation is to produce professionals who will contribute to
scientific knowledge through research. In research investigation, hypothesis testing is a vital
procedure. It is making a decision whether to accept or reject a statement or the assumption about
some parameter in any research problem. From the result of the correct decision making, conclusions
are drawn in which facts are generated, and thus can contribute on to a particular body of knowledge
in the fields of education, business, medicine, commerce, economics, and many others.
Below are the Learning Targets/ Specific Objectives:
1. Understand the idea behind hypothesis testing

2. Define and formulate statistical hypothesis
3. Distinguish null hypothesis from alternative hypothesis
4. Formulate the appropriate null and alternative hypotheses on a population mean
5. Determine whether a hypothesis test is non-directional or directional
6. Determine whether a directional test is left tailed or right-tailed
Exploration of Prior Knowledge
Directions: Fill in the K-W-H-L Chart in the answer sheet to assess your prior
knowledge and understanding of the topic, Basic Concept of Hypothesis Testing.
What I Know What I Want to Find How I Can Learn What I Have
Out More Learned
Skills I expect to use:
PROCESS QUESTIONS/ FOCUS QUESTIONS:

Below are the key guide questions that you should remember as you perform all the activities in this
lesson. You should be able to answer them at the end of the week.
1. What is Hypothesis Testing?
2. Why do we need to perform Hypothesis Testing?
CONTENT DISCUSSION:
In this lesson, we will study the terminologies related to testing of hypothesis, how to calculate
the probabilities of committing a type I and type II error, hypothesis testing is about a population
mean when the variance is unknown, and hypothesis testing concerning proportions. Hypothesis
testing , the focal point of this unit , brings to light the role of research in discovering new
knowledge and breakthroughs in different fields of discipline.
TOPIC: HYPOTHESIS TESTING

In many cases, we formulate hypotheses or tentative statements to explain facts about a
phenomenon or situation based on available evidence. Suppose that there is a claim that the average
monthly income of Filipino families who belong to the low-income bracket is P8000 or less than
P8000, or greater than P8000. To find out whether our hypothesis is TRUE or FALSE, we can select
a random sample data, we can determine the average income of Filipino families. In other words, we
can make a generalization about the population, using a sample. This process is called HYPOTHESIS
TESTING.
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A statistical hypothesis is a statement about the numerical value of a population parameter. It is a
statement or tentative assertion which aims to explain facts about a certain phenomenon. A hypothesis
needs to be resolved whether it is true or false. Thus, it must be subjected to statistical testing procedure
known as TEST OF HYPOTHESIS or HYPOTHESIS TESTING. If the hypothesis is found to be
TRUE, it is accepted, if it is found to be false, it is rejected.
Two kinds of hypothesis:

1. NULL HYPOTHESIS - denoted by Ho; is a statement that there is no difference between a
parameter and a specific value.
- = (equal to, the same as, not changed to from, is)
- ≥ (at least, not less than, greater than or equal to)
- ≤ (at most, not more than, less than or equal to)
2. ALTERNATIVE HYPOTHESIS- denoted by Ha; is the opposite or negation of the null

hypothesis. It is a statement that there exists a difference between a parameter and a specific
value.
- ≠ (not equal, different from, changed from, not the same as)
- > (greater than, above, higher than, longer than, bigger than,
increased)
- < (less than, lower than, smaller than, shorter than, decreased or
reduced from)
Note: when we formulate the null or alternative hypothesis, we examine the claim or the conjecture
regarding the population parameter.
Question: How do we formulate the null hypothesis and alternative hypothesis for a given conjecture
or claim?
Example:
CLAIM:
The average monthly income of Filipino families who belong to low-income bracket is
P8000
Ho : The average monthly income of Filipino families who belong to low-income bracket is
P8000 ( µ = 8000 )
Ha : The average monthly income of Filipino families who belong to low-income bracket is
NOT P8000 ( µ ≠ 8000 )
***Notice that the null hypothesis is expressed through the use of the “equal” symbol while the
alternative hypothesis ix expressed by “not total” symbol because the claim/conjecture does not
specify any direction.
TYPE OF TEST
 A statistical test may either be directional (one-tailed) or non-directional (two-tailed). We can
determine whether a test is directional or non-directional by looking at how the alternative
hypothesis is expressed.
 DIRECTIONAL TEST
 A test of any statistical hypothesis where the alternative hypothesis is expressed, using
less than (<) or greater than (>) is called a directional test since the critical or rejection
region lies entirely in one tail of the sampling distribution.
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 NONDIRECTIONAL TEST
 A test of any statistical hypothesis where the alternative hypothesis is written with not
equal (≠) is called a nondirectional test or two-tailed test since there is no assertion
made on the direction of the difference. The rejection region is split into two equal
parts, one in each tail of the sampling distribution.
TYPES OF ERROR
In decision-making, we sometimes make a wrong decision. Likewise, when we test a hypothesis, there
is a possibility that we shall also commit an error of accepting or rejecting the hypothesis. There are
two types of errors: TYPE I error and the TYPE II error
 TYPE I error- occurs when we reject the null hypothesis when it is true, it is also called alpha
error (𝛼 𝑒𝑟𝑟𝑜𝑟)
 TYPE II error- occurs when we accept the null hypothesis when it is false. It is also called
the beta error (𝛽 𝑒𝑟𝑟𝑜𝑟)
LEVEL OF SIGNIFICANCE
The probability of committing a Type I error is called the level of significance. It is denoted by the
Greek letter 𝛼. Thus the value of 𝛼 tells us the probability of making an error in rejecting the null
hypothesis when it is actually true. The choice for the value of the significance level is determined by
the researcher. This depends on the risk or degree of confidence the researcher is willing to take in
committing Type I error. The commonly used levels of significance are 0.05 and 0.01. The level of
significance should be set before testing the hypothesis.
Example:
A 0.01 level of significance means the researcher is willing to take 1% error in making a
decision. It also implies that he is 99% confident that he will make the right decision. Likewise, a 0.05
level of confidence means that the researcher is willing to take 5% error in making a decision. It also
implies that he is 95% confident that he will make a right decision.
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STEPS IN TESTING THE HYPOTHESIS
Whenever we test hypotheses, we follow these steps.
1. Identify the claim and formulate the null (H0) and the alternative (Ha) hypothesis
2. Set the level of significance and determine whether the test is one-tailed or two-tailed by
looking at how the alternative is expressed. Decide on the test statistic to be used and find the
critical value for the test. Draw or illustrate the rejection region.
3. Compute the test value, using the test statistic or formula for the test.
4. Make a decision whether to accept or reject the null hypothesis.
5. Formulate a conclusion by answering the research question.
ACCEPTING OR REJECTING THE NULL HYPOTHESIS

How do we decide on accepting or rejecting the null hypothesis? Follow these steps.
1. Determine the critical value, use the appropriate statistical tables.
2. Draw the rejection region and the critical value.
3. If the test value or the computed value falls in the rejection region, then reject the null
hypothesis; otherwise accept the null hypothesis.
Example 1:
Claim: The average weekly allowance of college students is less than P 1500.
Ho: The average weekly allowance of college students is P 1500.
: Ho = P 1500
Ha: The average weekly allowance of college students is less than P 1500.
: Ha < P 1500
This is directional test or one-tailed test. More specifically, this is a left-tailed test because the less
than symbol was used in expressing the alternative hypothesis. Thus the critical region or the
rejection region lies entirely in the left tail of the sampling distribution.
Example 2:
Claim: The average weekly allowance of college students is greater than P 1500.
Ho: The average weekly allowance of college students is P 1500.
: Ho = P 1500
Ha: The average weekly allowance of college students is greater than P 1500.
: Ha > P 1500
This is also a directional test or one-tailed test. More specifically, this is a right-tailed test because
the “greater than” symbol was used in expressing the alternative hypothesis. Thus the critical
region or the rejection region lies entirely at the right tail of the sampling distribution.
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REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions
1. What is Hypothesis Testing?
 Hypothesis testing is a statistical tool or procedure that verifies a claim about a population.
2. Why do we need to perform Hypothesis Testing?

 We need to perform hypothesis testing because it is one of the most important concepts in
statistics. It determines whether there is enough statistical evidence in favor of a certain
belief, or hypothesis, about a parameter.
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Diocese of Bayombong Educational System (DBES)
Saint Catherine’s School
Real St., Buag, Bambang, Nueva Vizcaya
PAASCU ACCREDITED LEVEL 1
LEARNING ACTIVITY SHEET

STATISTICS AND PROBABILITY
Fourth Quarter – Module 1
Mr. Michael Louis L. Quiambao

Subject Teacher
SCORE:
Name: ______________________ ____________________ _____
LAST NAME FIRST NAME M.I.
Section: Saint-________________ Date Completed: ________________ 51
WRITTEN WORKS:
Activity 1:
Directions: Identify whether each of the following is a null hypothesis or an alternative hypothesis.
Write your answer on the space provided.
___________________1. The average age of grade eleven students is 17 years old.
___________________2. The mean content of citric acid in a bottle of juice drinks is greater
than 2ml.
___________________3. The average monthly salary of private school teachers is more than
P 16, 000.
___________________4. The mean weight of newborn babies is 0.5 kilograms.
___________________5. The average IQ of Grade 11 students is above 108.
Activity 2:
Directions: For each of the following conjecture, state the null (Ho) and the alternative hypothesis
(Ha).
1. The average time to commute from home to school is 30 minutes.

Ho :
Ha :
2. The average number of vehicles passing through NLEX daily is less than 21, 000.
Ho :
Ha :
3. The mean content of citric acid in a bottle of juice drinks is greater than 2ml.
Ho :
Ha :
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Activity 3:
Tasks:
Directions: Formulate a null hypothesis and its alternative hypothesis for each of the following using
symbols.
1. The average TV viewing time of all five-year old children is 4 hours daily.
Ho :
Ha :
2. The average age of all the identified stratum of senior citizen in a remote area is at least 92
years.
Ho :
Ha :
Activity 4:
Directions: 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. The average grade of Grade 11 students in Statistics is lower than their average
grade in Calculus
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MODULES 2&3: POPULATION MEAN
Content Standard The learner demonstrates an understanding of key concepts of tests of

hypotheses on the population mean and proportion.
Performance Standard The learner is able to perform appropriate tests of hypotheses
involving the population mean and population proportion to make
inferences in real-life problems in different disciplines.
Most Essential Learning  Compute for the test statistic value (population mean)
Competencies (MELCs)  Draw conclusion about the population mean based on the test-
statistic value and the rejection region
 Solve problems involving test of hypothesis on the population
mean
A. Printed:
Publishing, Inc.
A. Online links:
https://www.youtube.com/watch?v=BdeuCflLPQI
INTRODUCTION:
Hypothesis testing is a procedure used by statisticians to determine whether or not to reject a
statement about a population.
Suppose that we are taking samples from a population that is normally distributed with respect
to some random variable X. What can we say about the sampling distribution of the sample mean?
1. Formulate appropriate null and alternative hypotheses on a population mean.

2. Identify appropriate test statistics involving population mean.
3. Compute test statistics on population mean.
4. Draw conclusion about population mean based on statistic value and critical region.
Directions: Fill in the K-W-H-L Chart in the answer sheet to assess your prior knowledge
and understanding of the topic, Population Mean.
Out More Learned
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PROCESS QUESTIONS/ FOCUS QUESTIONS:
1. How do you find the value of a test statistic?
2. What is the test statistic for testing?
3. What is the value of the test statistic explained in context?
CONTENT DISCUSSION:
This lesson encompasses the most essential learning competencies for Test
Population Mean- Computes for the test statistic value (population mean), draws conclusion about
the population mean based on the test-statistic value and the rejection region, solves problems
involving test of hypothesis on the population mean. It is designed to develop and enhance your
knowledge, skills and abilities in solving mathematical problem.
The z-test of One-Sample Mean

 The z test of one sample mean is used when we want to test if the sample mean 𝑥̅ differs
significantly from a population mean or the hypothesized mean µ. To illustrate, suppose that
the mean of the population is known to be µ0. If we take a random sample size n from this
population and obtain a sample 𝑥̅ which is somewhat different from µ0 , so there is a reason to
believe that there is significant difference between µ 0 and 𝑥̅ .
 The z-test of one sample mean is used to compare sample mean and population mean. We use
the z-score formula for the sample means because we are dealing with sample means. Thus,
by the Central Limit Theorem we have
𝑥̅ −𝜇
𝒛= 𝜎𝑥̅
𝜎
Where 𝜎𝑥̅ =
√𝑛
The formula can be written as
(𝑥̅ −𝜇)√𝑛
𝒛= 𝜎
Where
𝑥̅ = 𝑚𝑒𝑎𝑛 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒
µ= mean of the population
n=sample size
𝜎 = standard deviation of the population
Afterwards, we compare the test value of z against the critical value z by drawing the rejection
region in the sampling distribution. The table shows the critical values of z for the given type of test
and level of significance.
Table A:
TYPE OF TEST LEVEL OF SIGNIFICANCE
α=0.01 α=0.05
ONE-TAILED ± 2.33 ±1.65
TWO-TAILED ± 2.58 ± 1.96
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Decision Rule:
If 𝑧𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 ≥ 𝑧𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 Reject Null hypothesis (Ho)
If 𝑧𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 < 𝑧𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 Accept Null hypothesis (Ho)
Negative sign of computed z is disregarded when comparing it to the critical value of z if the
hypothesis is two-tailed.
TOPIC: COMPARING THE SAMPLE MEAN AND THE POPULATION MEAN IN A

LARGE SIZE
EXAMPLE:
A new drug on the market is claimed by its manufacturer to reduce overweight women by 4.70 kg
per month with standard deviation of 0.91kg. Thirty women chosen at random have reported losing
an average of 4.55 kg within a month. Does this data support the claim of manufacturer at 0.05 level
of significance?
Solution:
Step 1: Formulate the null and alternative hypotheses:
Ho: The average weight loss per month using a new drug is 4.70 kg ( 𝜇 = 4.55)
Ha: The average weight loss per month using a new drug is not 4.70 kg 𝜇 ≠ 4.55)
Step 2: Type of test: Two-tailed or non-directional test
Type of statistic: z-test
Given:
𝑥̅ = 4.55
𝜇 = 4.70
n = 30
𝜎 = 0.91
Critical value:
𝛼 = 0.05
Crit-z = ± 1.96
Step 3: Compute the test value, using the formula or test statistic:
Substitute the given values in the formula.
(𝑥̅ −𝜇)√𝑛
𝑧=
𝜎
(4.55−4.70)√30
𝑧= 0.91
z = -0.90
The test value or computed value is z = -0.90
Step 4: Decision:
The computed z-value is 0.90 which is less than the critical value of 1.96. Therefore,
we accept the null hypothesis.
Step 5: Conclusion:
There is no sufficient evidence to conclude that the average weight loss of overweight
women per month using a new drug is not 4.55 kg. Thus the claim is false or
incorrect.
or
Since we accept the null hypothesis, then we can assume there is no enough evidence
to support the alternative hypothesis.
TOPIC: COMPARING THE SAMPLE MEAN AND THE POPULATION MEAN IN A

SMALL SAMPLE SIZE
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In using the z-test of one sample mean, we have made an assumption that the population
standard deviation is known or given. However, if 𝜎 is not known , we can still use the z-test by
replacing 𝜎 by s(sample standard deviation) provided that n≥ 30. What if 𝜎 is not known and n< 30?
We shall use the t-test of one sample mean for this situation. In chapter 4, we have already discussed
the t-distribution and how to get the critical values in the t-table.
When sample size is less than 30 and the population standard population is unknown, we use the
following formula to compare the sample mean and the population mean.
𝑥̅ − 𝜇 (𝑥̅ − 𝜇 )√𝑛
𝒕= 𝑠 𝑜𝑟 𝒕=
𝑠
√𝑛
Afterwards, we compare the test value of t against the critical value t by drawing the rejection region
in the sampling distribution. The table shows the critical values of t.
Decision Rule:
If 𝑡𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 ≥ 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 Reject Null hypothesis (Ho)
If 𝑡𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 < 𝑡𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 Accept Null hypothesis (Ho)
Negative sign of computed t is disregarded when comparing it to the critical value of t if the
hypothesis is two-tailed.
Example:
The director of secretarial school believes that its graduates can type more than 75 words per minute.
A random sample of 12 graduates has been found to have an average of 77.2 words per minute with
standard deviation of 7.9 words per minute in a typing test. Using the 0.05 level of significance, test
the claim of the director.
Ho: The average number of words that graduates can type is less than or equal to 75
words per minute
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( 𝜇 ≤ 75)
Ha: The average number of words that graduates can type is greater than 75 words
per minute (𝜇 > 75)
Step 2: Type of test: One-tailed or directional test (Right-tailed test)
Type of Statistic: t-test
Given:
𝑥̅ = 77.2
𝜇 = 75
n = 12
s = 7.9
Critical Value:
𝛼 = 0.05
df=12-1=11
Critical-t = 1.796
Substitute the given values in the formula.
(𝑥̅ −𝜇)√𝑛
𝑡= 𝑠
(77.2−75)√12
𝑡= 7.9
𝑡 = 0.96
The test value or computed value is t = 0.96
Step 4: Decision:
The computed t-value is less than the critical value at 𝛼 = 0.05. Since we have a
right-tailed test, our conclusion is that we accept the null hypothesis.
Step 5: Conclusion:
Since we fail to reject the null hypothesis, we can conclude that there is not enough
evidence to support the claim that the average number of words that graduates can
type is greater than 75 words per minute.
or
Since we accept the null hypothesis, then we can assume there is no enough evidence
to support the alternative hypothesis.

1. How do you find the value of a test statistic?
 Generally, the test statistic is calculated as the pattern in your data, the correlation between
variables or different groups divided by the variance in the data (i.e. the standard deviation)
2. What is the test statistic for testing?

 A test statistic is selected or defined in such a way as to quantify, within observed data,
behaviors that would distinguish the null from the alternative hypothesis, where such an
alternative is prescribed, or that would characterize the null hypothesis if there is no explicitly
stated alternative hypothesis.
3. What is the value of the test statistic explained in context?

 It provides a mechanism for making quantitative decisions about a process. It determines
whether there is enough evidence to “reject” a conjecture or hypothesis about the process.
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14

Fourth Quarter – Modules 2&3

Subject Teacher
SCORE:
Name: ______________________ ____________________ _____
WRITTEN WORKS:
Activity:
Directions: Solve the following problems.
1. A manufacturer claimed that the average life of batteries used in their electronic games is at least
150 hours. It is known that the standard deviation of this type of battery is 20 hours. A consumer
wished to test the manufacturer’s claim and accordingly tested 50 electronic games using the battery.
It was found out that the mean is equal to 140 hours. Use a 0.05 level of significance.
Solution:
Ho:
Ha:
Step 2: Type of test:

Type of statistic:
Critical Value:
15
Step 4: Decision:
Step 5: Conclusion:
2. It was announced over the radio that the average price of a kilogram of pork liempo in Metro
Manila is 195 pesos. However, a sample of 15 prices randomly collected from different markets in
Metro Manila showed an average of 200 pesos and a standard deviation of 9.50 pesos. Using a 0.05
level of significance, is there sufficient evidence to conclude that the average price of pork liempo in
Metro Manila is more than 195 pesos? Normality is assumed over the population over the
population.
Solution:
Ho:
Ha:

Type of statistic:
Critical Value:
Step 4: Decision:
Step 5: Conclusion:
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MODULES 4&5: POPULATION PROPORTION
Content Standard The learner demonstrates understanding of key concepts of tests of hypotheses
on the population mean and proportion.
Performance Standard The learner is able to perform appropriate tests of hypotheses involving
the population mean and population proportion to make inferences in
real-life problems in different disciplines.
Most Essential  Formulate the appropriate null and alternative hypotheses on the
Learning Competencies population proportion.
(MELCs)  Compute for the test statistic value (population proportion).
 Draw conclusion about the population proportion based on the
test-statistic value and the rejection region.
 Solve problems involving test of hypothesis on the population
proportion.
A. Printed:
Publishing, Inc.
A. Online links:
https://courses.lumenlearning.com/wmopen-concepts-statistics/chapter/hypothesis-test-
for-a-population-proportion-3-of-3/
INTRODUCTION:
Now that some general concepts of hypothesis testing have been introduced, we are ready to
turn our attention to the development of procedures using sample information to decide between the
null and the alternative hypotheses.
1. Formulate the appropriate null and alternative hypotheses on the population

proportion.
2. Compute for the test statistic value (population proportion).
3. Draw conclusion about the population proportion based on the test-statistic value and
the rejection region.
4. Solve problems involving test of hypothesis on the population proportion.
17
Directions: Fill in the K-W-H-L Chart in the answer sheet to assess your prior knowledge
and understanding of the topic, Population Proportion.
Out More Learned
PROCESS QUESTION/ FOCUS QUESTIONS:

1. How do you test a hypothesis for a proportion?
2. What are the four steps of a hypothesis test as they relate to a claim about a population
proportion?
CONTENT DISCUSSION:
This lesson was made in order for us to learn how to determine if a proportion from a
sample differs significantly from a proportion from a population. We will show you in this lesson
how to compare sample proportion and population proportion using a test.
In our previous lesson, you have compared sample mean and population. There are some
instances wherein we want to compare are proportions. In this lesson, we shall learn how to
determine if a proportion from a sample differs significantly from a proportion from a population.
To compare sample proportion and population proportion, we use the z-test for one-sample
mean proportion. The test statistic for this test is
𝑝 − 𝑝𝑜
𝒛=
√𝑝0 (1 − 𝑝0 )
𝑛
Where
p= sample proportion
p0= population proportion
n=sample size
𝑥
p=𝑛
x= number of successes
Table A:
TYPE OF TEST LEVEL OF SIGNIFICANCE
α=0.01 α=0.05
ONE-TAILED ± 2.33 ±1.65
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TWO-TAILED ± 2.58 ± 1.96
Decision Rule:
If 𝑧𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 > 𝑜𝑟 < 𝑧𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 Reject Null hypothesis (Ho)
If 𝑧𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑓𝑎𝑙𝑙𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛. Reject Null hypothesis (Ho)
If 𝑧𝑐𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑑𝑜𝑒𝑠 𝑛𝑜𝑡 𝑓𝑎𝑙𝑙𝑠 𝑖𝑛 𝑡ℎ𝑒 𝑟𝑒𝑗𝑒𝑐𝑡𝑖𝑜𝑛 𝑟𝑒𝑔𝑖𝑜𝑛. Accept Null hypothesis (Ho)
TEST STATISTIC OR FORMULA TO COMPUTE THE Z-TEST SAMPLE PROPORTION

To compare sample proportion and population proportion, we use the z-test for one-sample mean
proportion. The test statistic for this test is
𝑝 − 𝑝𝑜
𝒛=
√𝑝0 (1 − 𝑝0 )
𝑛
Where
p = sample proportion
p0 = population proportion
n = sample size
𝑥
p=𝑛
x = number of successes
Example:
It has been claimed that less than 60% of all purchases of a certain kind of computer program
will call the manufacturer’s hotline with one-month purchase. If 55 out of 100 software purchasers
selected at random call the hotline within a month of purchase, test the claim at 0.05 level of
significance.
Solution:
Step 1: Formulate the null and alternative hypotheses
Ho: The proportion of purchasers that will call the manufacturer’s hotline within
one month of purchase is 60% or 0.60 (po= 0.60)
Ha: The proportion of purchasers that will call the manufacturer’s hotline within
one month of purchase is less than 60% or 0.60 (po < 0.60)
The test is one-tailed (left-tailed)
Critical value: with the use of Table A value of z at 0.05 level, one-tailed test is
z = -1.65
Step 3: Compute the test value
Given:
po= 0.60
n = 100
55
p = 100 = 0.55
Substitute the given values in the formula below

𝑝−𝑝𝑜
𝑧=
𝑝0 (1−𝑝0 )
√
𝑛
0.55−0.60
𝑧=
0.60(1−0.60)
√
100
z = -1.02
Rejection region:
19
Step 4: Decision:
Accept the null hypothesis because the computed value or the test value falls outside
the rejection region.
Step 5: Conclusion:
There is no sufficient evidence to conclude that the proportion of purchasers that
will call the manufacturer’s hotline within one month of purchase is less than 60%.
Thus the claim is false or incorrect.
Example:
A recent survey done by the Philippine Housing Authority found that 35% of the population
owns their homes. In a random sample of 240 heads of households, 78 responded that they owned
their homes. At the 0.01 level of significance, that that indicate a difference from the national
proportion?
Solution:
Given: x = 78 n = 240 p = 35%= 0.35

Ho: The proportion of the population who owns their homes is 0.35. (p0=0.35)
Ha: The proportion of the population who owns their homes is not 0.35. (p0 ≠ 0.35)

Two-tailed test
α=0.01
critical values is z = ± 2.58
Step 3: Compute the test value

𝑝−𝑝𝑜
𝑧=
√𝑝0 (1−𝑝0 )
𝑛
0.325−0.35
𝑧=
√0.35(1−0.35)
240
z= -0.812
Draw the rejection region:
20
Step 4: Decision
Accept the null hypothesis, since the test value falls outside the critical region, as
shown in the figure above.
Step 5: Conclusion:
Since we fail to reject the null hypothesis, we can conclude that there is not enough
evidence to reject the claim that 35% of Filipinos owned their homes.
FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

In this section, we looked at the four steps of a hypothesis test as they relate to a claim about a
population proportion.
Step 1: Determine the hypotheses.
 The hypotheses are claims about the population proportion, p.

 The null hypothesis is a hypothesis that the proportion equals a specific value, p0.
 The alternative hypothesis is the competing claim that the parameter is less than, greater than,
or not equal to p0.
Step 2: Collect the data.
Since the hypothesis test is based on probability, random selection or assignment is essential in data
production. Additionally, we need to check whether the sample proportion can be np ≥ 10 and n(1 − p)
≥ 10.
Step 3: Assess the evidence.
 Determine the test statistic which is the z-score for the sample proportion.
 Use the test statistic, together with the alternative hypothesis to determine the P-value. You can
use a standard normal table (or Z-table) or technology (such as the simulations on the second
page of this topic) to find the P-value.
 If the alternative hypothesis is greater than, the P-value is the area to the right of the test statistic.
If the alternative hypothesis is less than, the P-value is the area to the left of the test statistic. If
the alternative hypothesis is not equal to, the P-value is equal to double the tail area beyond the
test statistic.
Step 4: Give the conclusion.
 A small P-value says the data is unlikely to occur if the null is true. If the P-value is less than or
equal to the significance level, we reject the null hypothesis and accept the alternative hypothesis
instead.
 If the P-value is greater than the significance level, we say we “fail to reject” the null hypothesis.
We never say that we “accept” the null hypothesis. We just say that we don’t have enough
evidence to reject it. This is equivalent to saying we don’t have enough evidence to support the
alternative hypothesis.
 We write the conclusion in the context of the research question. Our conclusion is usually a
statement about the alternative hypothesis (we accept Ha or fail to accept Ha) and should include
the P-value.
21
1. How do you test a hypothesis for a proportion?

 To test a hypothesis for a proportion, you need to follow the four steps of a hypothesis test as
they relate to a claim about a population proportion (determine the hypotheses, collect the
data, assess the evidence, and give the conclusion.
2. What are the four steps of a hypothesis test as they relate to a claim about a population
proportion?
 The four steps of a hypothesis test as they relate to a claim about a population proportion
1. Determine the hypotheses.
2. Collect the data.
3. Assess the evidence.
4. Give the conclusion.
22

Fourth Quarter – Modules 4&5

Subject Teacher
SCORE:
Name: ______________________ ____________________ _____
WRITTEN WORKS:
Activity 1:
Directions: Formulate the alternative and null hypothesis.
1. A concerned citizen group claims that 45% of the people in city A support making beers
illegal. You decide to test this claim and ask random sample of 200 people on the concerned
city whether or not they support making beers illegal. Of the 200 people, 49% support this
bill. At 0.05 significance level, is there enough evidence to support this claim?
Ho:
Ha:
2. A researcher claims that the United Nationalist Alliance (UNA) will win the election. A total
of 4300 voters were polled and 2200 said they would vote for UNA. Is there enough evidence
at 0.05 level of significance to support the claim?
Ho:
Ha:
23
Activity 2:
1. A consumer agency claims that the monthly sale of all the supermarkets in Metro Manila has
increased 12% during the mega sales month last year. A random sample of 50 of such supermarkets
taken recently recorded a 13.5% growth in monthly sales during the mega sales month. Assumed
that the monthly sales of all the supermarkets in metro Manila have a normal distribution. At 0.01
significance level, are there any changes in the monthly sales of all the supermarkets in Metro
Manila during the mega sales month?
Solution:
Ho:
Ha:
Step 3: Compute the test value:
Draw the rejection region:
Step 4: Decision:
Step 5: Conclusion:
24
MODULE 6: CORRELATION ANALYSIS
Content Standard The learner demonstrates understanding of key concepts of correlation and
regression analyses.
Performance Standard The learner is able to perform correlation and regression analyses on
Most Essential  Illustrate the nature of bivariate data.
Learning Competencies  Construct a scatter plot
(MELCs)  Describe the shape ( form) , trend (direction) and variation
(strength) based on scatter plot.
A. Printed:
Publishing, Inc.
A. Online links:
https://www.youtube.com/watch?v=qC9_mohleao
INTRODUCTION:
Why do most students who are good in Mathematics also perform well in physics? Why does
blood pressure go with age? Why do students with high IQ have good academics performances? These
questions have something to do with relationships between two variables.
Analyze and Explore
So far we have analyzed data involving only a single variable---for instance, the grades of
students, the weights of grocery products and the length of rods. These data are called Univariate
Data because they involve a single variable only. In this lesson you shall analyze data involving two
variables. Data that involve two variables are called Bivariate Data.
The analysis of bivariate data involves describing the relationship between two variables. The
process or procedure of describing the relationship between two variables is called Correlation
Analysis.
1. Illustrate the nature of bivariate data.

2. Construct a scatter plot
3. Describe the shape (form), trend (direction) and variation (strength) based on scatter
plot.
25
knowledge and understanding of the topic, Understanding Correlation Analysis.
Out More Learned

1. What is correlation analysis?
2. What is correlation analysis with example?
CONTENT DISCUSSION:
In this section we will first discuss correlation analysis, which is used to quantify the
association between two continuous variables (e.g. between an independent and a dependent
variable or between two independent variables). in correlation analysis, we estimate a sample
correlation coefficient, more specifically the Pearson Product Moment correlation coefficient.
TOPIC: THE NATURE OF BIVARIATE DATA
Data that involve two variables are called bivariate data. The statistical procedure used to determine
and describe the relationship between two variables is called correlation analysis.
Examples Variables involved

1. The Quirino provincial government gave number of household members and
emphasis that limiting the number of household rate of COVID-19 infection
members going outside to purchase essential
goods will help decrease the rate of COVID -19
infection in the province.
2. In Municipality of Bambang public market, supply and price of vegetable
a consumer observed that the fewer is the
supply of vegetables, the higher the price gets.
TOPIC: DESCRIBING RELATIONSHIP USING A SCATTER PLOT
The relationship between two variables can be described by constructing a scatter plot. A scatter plot
is a graphical representation of the relationship between two variables.
Example:
26
A company with six branches provides free coffee to its employees. A manager is interested to find
out if there is a relationship between the number of cups of coffee provided and the number of
employees in the offices. The table below shows that data needed. Determine if there is a
relationship between the number of employees and the number of cups of coffee.
Number of Employees (X) Number of Cups (Y)

11 18
13 36
15 40
18 50
21 58
24 74
Notice that the points on the scatter plot do not lie on the one line. However, the points closely
follow a straight line. This line is called Trend Line.
TOPIC: DESCRIBING THE SHAPE (FORM), TREND (DIRECTION), AND VARIATION

(STRENGTH) BASED ON A SCATTER PLOT.
In terms of direction, the relationship between two variables may be positive, negative or
no/negligible correlation.
27
Directions: Examine the given variables below and determine the trend of correlation as
positive, negative, or no/negligible correlation.
Variables Trend of Correlation

1. IQ Scores and Test Scores in an exam Positive Correlation
2. Age of a car and Price of the car Negative Correlation
3. Number of Students enrolled in a course Positive Correlation
and Number of Teachers needed
4. Number of hours spent in studying and No/negligible Correlation
Height of students
28
The next illustration show the different types of relationship described in terms of strength.
29
1. What is correlation analysis?
 Correlation analysis is statistical method that is used to discover if there is a relationship
between two variables/ datasets, and how strong that relationship maybe.
2. What is correlation analysis with example?

 A correlation of r= 0.9 suggests a strong, positive association between two variables, whereas
correlation of r=-0.2 suggest a weak, negative association. A correlation close to zero suggests
no linear association between two continuous variables.
30


Subject Teacher
SCORE:
Name: ______________________ ____________________ _____
WRITTEN WORKS:
Activity 1:
Directions: Read and analyze the given problem below and find the mean of the sample means.
Determine the direction of relationship between the following pairs of variables. Is it positive,
negative or zero?
1. weight and height of students

2. weight and age of students
3. age and height of trees
4. number of customers and sales in a department store
5. pressure and volume of gas
6. IQ and height of person
7. amount of rainfall and amount of agricultural harvest
8. area and length of a side of square
9. speed and mileage of a car
10. Extent of fatigue and performance in a speed test.
Activity 2:
The following data were obtained from a group of students regarding the number of hours that they
devoted for studying and the grades that they obtained in their examination.
a. Construct a scatter plot for the given data.

b. Describe the relationship between the number of hours spent on study and the
examination grades in terms of direction and strength based on the scatter plot.
31
Number of Hours Studied (X) Examination Grade (Y)
8 56
5 44
11 79
13 72
10 70
5 54
18 94
15 85
2 33
8 65
a. Construct a scatter plot for the given data.
b. Describe the relationship between the number of hours spent on study and the examination grades
in terms of direction and strength based on the scatter plot.
32
MODULE 7: PEARSON’S SAMPLE CORRELATION
COEFFICIENT
Content Standard The learner demonstrates understanding of key concepts of correlation and
regression analysis.
Performance Standard The learner is able to perform correlation and regression analyses on
Most Essential  Calculate the Pearson’s sample correlation coefficient.
Learning Competencies
 Solve problems involving correlation analysis
(MELCs)
B. Printed:
Publishing, Inc.
B. Online links:
https://www.youtube.com/watch?v=atLZNGsTN6k
https://www.youtube.com/watch?v=BXXtkYOqAfM
INTRODUCTION:
The Pearson correlation coefficient is used to measure the strength of a linear association
between two variables, where the value r =1 means a perfect positive correlation and the value r = -1
means a perfect negative correlation.
1. Calculate the Pearson’s sample correlation coefficient.

2. Solve problems involving correlation analysis
knowledge and understanding of the topic, Pearson’s Sample Correlation Coefficient.
Out More Learned
33
1. What does Pearson’s correlation coefficient tell you?
2. How do you find the sample correlation coefficient?
CONTENT DISCUSSION:
To describe the relationship between two variables, we can compute the correlation coefficient
(r). The correlation coefficient is a number between -1 and 1 that describes both the strength and the
direction of correlation. In symbol we write -1 ≤ r ≤ 1.
If the value of r is 1, 0 or -1, we interpret as follows.
Correlation Scale: Strength

Value of r Interpretation
r=1 Perfect positive correlation
r=0 No correlation/ zero correlation
r =-1 Perfect negative correlation
The following scale is used to interpret the values of r.
Correlation Scale: Direction

Value of r Interpretation
± 1.00 Perfect correlation; perfect relationship
±0.81 to ± 0.99 Very high correlation
±0.61 to ± 0.80 High correlation
±0.41 to ± 0.60 Moderately high correlation
±0.21 to ± 0.40 Low correlation
±0.01 to ± 0.20 Negligible correlation
0.00 No correlation, no relationship
Notice that the correlation scales give only strength of correlation. The direction of correlation is
determined by the sign of the correlation coefficient.
Examples:
Given Strength Direction Interpretation
1. r = -0.45 Moderately high Negative correlation Moderately high negative
correlation correlation
2. r = 0.66 High correlation Positive correlation High positive correlation
3. r = 0.83 Very high Positive correlation Very high positive

4. r = -0.28 Low correlation Negative correlation Low negative correlation
5. r = 0.52 Moderately high Positive correlation Moderately high positive

PEARSON PRODUCT-MOMENT CORRELATION COEFFICIENT

 To compute the correlation coefficient, we use the Pearson Product-Moment Correlation
(PPMC) coefficient. The following formula gives the Pearson Product-Moment
Correlation (PPMC) coefficient.
∑(𝑥 − 𝑥̅ )(𝑦 − 𝑦̅)

𝒓=
√∑(𝑥 − 𝑥̅ )2 ∑(𝑦 − 𝑦̅)2
Where X = value of the variable X
34
Y = value of the variable Y
𝑋̅ = mean of the variable X
𝑌̅ = mean of the variable Y
The following examples illustrate the computation of the Pearson Product- Moment Correlation
(PPMC) coefficient.
Example:
A store manager wishes to find out whether there is a relationship between the age of the
employees and the number of sick days they incur each year. The data for the sample are shown.
Calculate the correlation coefficient (r) and describe the relationship in terms of strength and direction.
Employee A B C D E F
Age (X) 18 26 39 48 53 58
Days (Y) 16 12 9 5 6 2
Step 1:
Compute the mean of X and mean of Y
Employee X Y
A 18 16
B 26 12
C 39 9
D 48 5
E 53 6
F 58 2
∑ 𝑿 = 𝟐𝟒𝟐 ∑ 𝒀 = 𝟓𝟎
∑𝑋 242
̅=
𝑿 = = 𝟒𝟎. 𝟑𝟑
𝑛 6
∑𝑦 50
̅=
𝒀 = = 𝟖. 𝟑𝟑
𝑛 6
Step 2:
Subtract 𝑋̅ from each value of X. Label this as − 𝑋̅ . Subtract 𝑌̅ from each value of Y. Label this as
𝑌 − 𝑌̅
Employee X Y 𝑿− 𝑿 ̅ 𝒀− 𝒀 ̅
A 18 16 -22.33 7.67
B 26 12 -14.33 3.67
C 39 9 -1.33 0.67
D 48 5 7.67 -3.33
E 53 6 12.67 -2.33
F 58 2 17.67 -6.33
∑ 𝑿 = 𝟐𝟒𝟐 ∑ 𝒀 = 𝟓𝟎
Step 3
1. Square each value of − 𝑋̅ . Label this as (𝑋 − 𝑋̅)2

2. Get the sum of the values of (𝑋 − 𝑋̅)2 . This is ∑ (𝑋 − 𝑋̅)2
35
3. Square each value of 𝑌 − 𝑌̅. Label this as as (𝑌 − 𝑌̅)2
4. Get the sum of the values of (𝑌 − 𝑌̅)2 . This is ∑ (𝑌 − 𝑌̅ )2
Employee X Y ̅
𝑿− 𝑿 ̅
𝒀− 𝒀 ̅ )𝟐
(𝑿 − 𝑿 ̅ )𝟐
(𝒀 − 𝒀
A 18 16 -22.33 7.67 498.63 58.83
B 26 12 -14.33 3.67 205.35 13.47
C 39 9 -1.33 0.67 1.77 0.45
D 48 5 7.67 -3.33 58.83 11.09
E 53 6 12.67 -2.33 160.53 5.43
F 58 2 17.67 -6.33 312.23 40.07
∑ 𝑿 = 𝟐𝟒𝟐 ∑ 𝒀 = 𝟓𝟎 ∑(𝑿 − 𝑿̅ )𝟐 = ̅ )𝟐 =
∑(𝒀 − 𝒀
1236.84 𝟏𝟐𝟗. 𝟑𝟒
Step 4
1. Multiply 𝑋 − 𝑋̅ and 𝑌 − 𝑌̅ label this as (𝑋 − 𝑋̅)( 𝑌 − 𝑌̅ )

2. Get the sum of the values (𝑋 − 𝑋̅)( 𝑌 − 𝑌̅ ). This is ∑ (𝑋 − 𝑋̅ )( 𝑌 − 𝑌̅ ).
Employee X Y ̅ 𝒀− 𝒀
𝑿− 𝑿 ̅ ̅ )𝟐
(𝑿 − 𝑿 ̅ )𝟐
(𝒀 − 𝒀 (𝑿 − 𝑿 ̅ )(
𝒀− 𝒀) ̅
A 18 16 -22.33 7.67 498.63 58.83 -171.27
B 26 12 -14.33 3.67 205.35 13.47 -52.59
C 39 9 -1.33 0.67 1.77 0.45 -0.09
D 48 5 7.67 -3.33 58.83 11.09 -25.54
E 53 6 12.67 -2.33 160.53 5.43 -29.52
F 58 2 17.67 -6.33 312.23 40.07 -111.85
∑𝑿 = ∑𝒀 = ∑(𝑿 − 𝑿̅ )𝟐 = ̅ )𝟐 =
∑(𝒀 − 𝒀 ∑ (𝑿 − 𝑿̅)
𝟐𝟒𝟐 𝟓𝟎 1236.84 𝟏𝟐𝟗. 𝟑𝟒 (𝒀− 𝒀 ̅)=
-390.56
Step 5:
Compute the correlation coefficient by substituting the values in the formula.
∑(𝑥 − 𝑥̅ )(𝑦 − 𝑦̅)

𝒓=
√∑(𝑥 − 𝑥̅ )2 ∑(𝑦 − 𝑦̅)2
−390.56
𝑟=
√∑ 1236.84 ∗ 129.34
𝒓 = −𝟎. 𝟗𝟖
Step 6:
Using the correlation scale, we interpret the obtained value r = -0.98 as very high
negative correlation. This implies that there is a very high negative correlation between the age of
employees and the number of sick days. This means that older employees tend to have more number
of sick days.
36


Subject Teacher
SCORE:
Name: ______________________ ____________________ _____
WRITTEN WORKS:
Activity 1:
Directions: Read and analyze the given problem below and find the mean of the sample means.
Firm up: Given the value of r, describe the relationship in terms of strength and direction.
Given Strength Direction Interpretation
1. r = 0.86
2. r = -0.65
3. r = 0.01
Activity 2:
Directions: Complete the tables below and compute the value of the correlation coefficient ( r ) using
the formula
It is hypothesized that the number of hours that a student’s studies (X) is related to the
examination grade (Y) obtained. The following are the data obtained from ten students.
Determine if there is a relationship between the two variables.
̅ ̅
𝒀− 𝒀 ̅ )𝟐 ̅ )𝟐 ̅ )( 𝒀 − 𝒀
(𝑿 − 𝑿 ̅)
Student X Y 𝑿− 𝑿 (𝑿 − 𝑿 (𝒀 − 𝒀
A 8 56
B 5 44
C 11 79
D 13 72
E 10 70
F 5 54
G 18 94
37
H 15 85
I 2 33
J 8 65
∑𝑿 = ∑𝒀 = ̅ )𝟐 =
∑(𝑿 − 𝑿 ̅ )𝟐 =
∑(𝒀 − 𝒀 ̅ )( 𝒀 − 𝒀
∑ (𝑿 − 𝑿 ̅)=
Solution:
Decision:
38

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FOURTH QUARTER MODULE

God speed and let’s get into it!

MODULE 1: BASIC CONCEPT OF HYPOTHESIS TESTING

Below are the Learning Targets/ Specific Objectives:

1. Understand the idea behind hypothesis testing

Exploration of Prior Knowledge

Skills I expect to use:

PROCESS QUESTIONS/ FOCUS QUESTIONS:

TOPIC: HYPOTHESIS TESTING

Two kinds of hypothesis:

2. ALTERNATIVE HYPOTHESIS- denoted by Ha; is the opposite or negation of the null

ACCEPTING OR REJECTING THE NULL HYPOTHESIS

2. Why do we need to perform Hypothesis Testing?

LEARNING ACTIVITY SHEET

Mr. Michael Louis L. Quiambao

Section: Saint-________________ Date Completed: ________________ 51

1. The average time to commute from home to school is 30 minutes.

______________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.

Content Standard The learner demonstrates an understanding of key concepts of tests of

Below are the Learning Targets/ Specific Objectives:

1. Formulate appropriate null and alternative hypotheses on a population mean.

Exploration of Prior Knowledge

Skills I expect to use:

The z-test of One-Sample Mean

The formula can be written as

TOPIC: COMPARING THE SAMPLE MEAN AND THE POPULATION MEAN IN A

TOPIC: COMPARING THE SAMPLE MEAN AND THE POPULATION MEAN IN A

REVISED KNOWLEDGE: Actual answer to the process questions/ focus questions

2. What is the test statistic for testing?

3. What is the value of the test statistic explained in context?

LEARNING ACTIVITY SHEET

Mr. Michael Louis L. Quiambao

Section: Saint-________________ Date Completed: ________________ 40

Step 2: Type of test:

Step 2: Type of test:

Below are the Learning Targets/ Specific Objectives:

1. Formulate the appropriate null and alternative hypotheses on the population

Skills I expect to use:

PROCESS QUESTION/ FOCUS QUESTIONS:

TEST STATISTIC OR FORMULA TO COMPUTE THE Z-TEST SAMPLE PROPORTION

Substitute the given values in the formula below

Given: x = 78 n = 240 p = 35%= 0.35

Step 1: Formulate the null and alternative hypotheses

Step 2: Type of test:

Step 3: Compute the test value

Draw the rejection region:

FINAL KNOWLEDGE: Generalization/ Synthesis/ Summary

Step 1: Determine the hypotheses.

 The hypotheses are claims about the population proportion, p.

Step 2: Collect the data.

Step 3: Assess the evidence.

Step 4: Give the conclusion.

1. How do you test a hypothesis for a proportion?

LEARNING ACTIVITY SHEET

Mr. Michael Louis L. Quiambao

Section: Saint-________________ Date Completed: ________________ 60

Step 2: Type of test:

Step 3: Compute the test value:

Draw the rejection region:

Analyze and Explore

Below are the Learning Targets/ Specific Objectives:

1. Illustrate the nature of bivariate data.

Section: Saint- Date Completed: 51

Section: Saint- Date Completed: 40

Section: Saint- Date Completed: 60

Section: Saint- Date Completed: 30

Section: Saint- Date Completed: 50