The nine steps are outlined as follows with some simple and concise explanations:

Step 1. Make the Problem Statement.

In thesis writing, this corresponds to the specific statement of the problem or the specific
research objective of a research paper. Following the CNU thesis format, this is usually written in
interrogative or question sentence form. However, for the sake of statistical hypothesis test
exercise, it can also be written in a declarative sentence form and you need to write only one
argumentative sentence.

Step 2. State the null (Ho) and the Alternative Hypotheses (Ha or H1).
It is necessary that both the null (Ho) and the alternative (Ha) hypotheses are written based
on the flow of thoughts outlined in the statement of the problem above. The Ho always conveys
an equality relationship which can be written either in affirmative or negated form. Always
remember that the Ho is formulated for the purpose of being rejected. Statistically speaking,
you can say: “Reject the null hypothesis” or “Do not reject the null hypothesis”, or “We fail to
reject the null hypothesis”. It is common to write or say, “Accept the null hypothesis” but take
note that you are making a statistical statement, and it is more appropriate to state any of the three
former statements (in italics) when you indicate not to reject the null hypothesis (Ho).
Meanwhile, the Ha can be written in five different ways of relationships (as discussed in
page 37 in this Handbook), but for simplicity the two tailed test pattern of alternative hypothesis
statement is adopted, with the not equal relationship (≠), except for Learning Module No. 4 (see
page 59), where the one tailed test of either greater than (>) or less than (<) relationship is used.

Step 3. Identify the test statistic to be used and state a level of significance.
This is the most crucial part of the hypothesis test since you have to be correct on what
statistical technique (test statistic) you have to employ based on the given problem situation. At
the masters level and for this Handbook, the authors have outlined Learning Modules 1-11 and
just one, and only one, statistical technique will be applicable for every problem statement to be
answered. When you cannot identify the correct test statistic to be used, then you’re solutions and
answers from this step onward will also be statistically and logically wrong. Mann (2004) defines
“test statistic” as a rule or criterion which is used to make the decision whether or not to reject the
null hypothesis.
It is necessary that you state the level of significance as this will be the basis for the
confidence level at which you will decide when to reject or not to reject the null hypothesis you
have stated in step 2.

Step 4. Compute the test statistic.

In this Handbook, scientific calculator is no longer used instead statistical packages which
are readily available are introduced as they are integrally employed in the academic statistical
computing especially for large volume and data and for statistical tests involving advanced and
more complicated working formulas. These include the MS Excel for Windows, the Minitab
and the Statistical Package for Social Sciences or SPSS. These softwares require legal authority
or license for their use but online free trial versions can be downloaded for students’ needs. It is
common for Universities nowadays to buy license for the use of any of these softwares.
Step 5. Formulate the decision rule and state the finding.
Always bear in mind that the decision rule deals on “When to reject the null hypothesis
(Ho)”. Using either the Minitab or SPSS, the probability value (p-value) is automatically
generated for every statistical run of any given data. The same decision rule is applied for all the
Learning Modules used in this Handbook, that is, reject the null hypothesis (Ho) if the level of
significance (α) is greater than the p-value generated by the computer-based calculations. The
finding statement should clearly illustrate which of the two (the α or the p-value) is greater.

Step 6. Make a Decision.

The decision is logically based on the findings stated in the preceding step. If α > p-value,
then Ho is rejected, otherwise it is not. Rejecting the Ho means that the Ha is carried into the
succeeding steps, and vice-versa.

Step 7. Interpret and analyze of the findings and results.

This is one the most important steps of the hypothesis test where the student need to provide
statistical interpretations based on the decision made in the preceding step. You need to re-state
here the hypothesis being carried over, but make sure to provide further statistical explanations of
the analysis.

Step 8. Discuss the implications.

In this step, the implications is discussed by way of providing the “why(s)” of the findings
and the interpretation. It substantiates the interpretations outlined in step 7 to reach the conclusion
by logically explaining the reasons of the findings forwarded. In short, this provides the ‘why’ of
the findings and interpretation. This is only for the sake of the hypothesis test procedure herein
outlined to help students extract the reasons (why) of their interpretations and analysis of results.
In the actual practice of social science research as a field of discipline, implications are
provided right after discussing the findings and interpretations, building them up in order to draw
the appropriate conclusion. Implications are solicited as syntheses from the responses provided by
the research respondents in social sciences research.

Step 9. State the conclusion.

In writing the conclusion, you need to go back to the given problem situation. There is only
one conclusion that must be drawn based on what is being asked in the given situational problem.
Always bear in mind that in the conclusion, there is no more use of any statistical term. Put
simply, the conclusion answers the question asked in the given problem. In any research, the
conclusion answers the main statement of the problem or the main research objectives. All the
specific statements of the problems (research objectives) are answered in the results and discussion
part of the research report.
Among the common error of graduate students, even professors for this matter, is to mix
(or interchange) conclusion statement with finding statements. For instance, it is not appropriate
to use the word “significant” in the conclusion statement since it becomes statistical statement, this
word is more appropriately used in the ‘interpretation part’ of the hypothesis test.