HYPOTHESIS Objectives:

TESTING
1. Define and explain statistical terms
2. Differentiate the different divisions of statistics
3. Identify the scale of measurement of variables
C 4.
5.
Differentiate data sets
Present data in three different ways

H
OBJECTIVES:
A
1. Understand the definitions used in hypothesis testing
2. Construct and differentiate null from alternative
P hypothesis
3. Differentiate type I error from type II error
T 4. State the steps on hypothesis testing
5. Test the means using t-test or z-test
E 6. Find the critical values for t-test and z-test
7. Learn how to solve dependent and independent
R sample tests using MS- Excel

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 HYPOTHESIS TESTING
HYPOTHESIS

A hypothesis is a logical supposition and educated guess based on observation.

It provides tentative explanation for certain events, phenomena or behaviors. It is a
suggested solution for an unexplained occurrence that does not fit into current
accepted scientific theory.

Kinds of Hypothesis

1. Null Hypothesis (Ho) - expresses the idea of non- significance. The statement
opposes the perceived conclusion in a research.

2. Alternative Hypothesis (Ha) - expresses the idea of significance. It generally

represents the hypothetical statement that the researcher wants to prove.

Example:

State the null hypothesis and alternative hypothesis for the following statements.

1. Significant difference in the leadership performance of sectarian and non-

sectarian school administrator.

Ho: There is no significant difference in the leadership performance of sectarian

and non-sectarian school administrator.

Ha: There is significant difference in the leadership performance of sectarian and

non-sectarian school administrator.

2. Significant relationship between the attitude score and academic performance.

Ho: There is no significant relationship between the attitude score and academic
performance.

Ha: There is significant relationship between the attitude score and academic
performance.

TYPE I AND TYPE II ERRORS

The two types of error are shown on the table below.

Decision Condition Condition

Ho is true Ha is true
Reject Ho Type I Error Correct decision
Do not reject Ho Correct decision Type II Error

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Type I Error - The first type of error committed is when the null hypothesis is rejected
wherein it is the true solution to the problem.

Type II Error - The second type of error committed is when the alternative hypothesis
is rejected wherein it is the true solution to the problem.

Level of Significance

The significance level is the criterion used for rejecting the null hypothesis.
Choice of levels is largely subjective and most common choices for the level of
significance are α = 0.05 and α = 0.01.

Setting the level of significance at .05 indicates that the researcher is 95%
confident that the alternative hypothesis is true or accepted and the researcher has a 5%
chance of rejecting the null hypothesis. Reducing the significance level at 0.01 indicates
that the researcher is 99% confident that he is making the right decision and 1% chance
of committing error.

Rejection and Acceptance Regions

The rejection region is the region in which the null hypothesis is rejected if the
test statistics falls within it. By setting the level of significance, the rejection or critical
value can be determined. It serves as the basis whether the hypothesis is rejected or not
rejected.

The location of the rejection region is determined by the nature of the alternative
hypothesis, whether the hypothesis is one-tailed or a two-tailed test.

One Tailed Test

A test of any statistical hypothesis, where the alternative is one– sided. In a one-
sided test, it is a directional statement of the alternative hypothesis wherein only one
meaning can be interpreted from it.

Figure 10: Diagram for One-Tailed Test

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Example of one tailed test;

1. Ho: The average income of a skilled worker in the Philippines is not greater than
300Php.

Ha: The average income of a skilled worker in the Philippines is greater than
300Php.

For the above example the test to be used is one tailed test because the
alternative hypothesis is stated directional. Greater than 300Php has only one
meaning.

Two Tailed Test

A test of any statistical hypothesis, where the alternative is two-sided. It means

that the statement is stated as non-directional. Non- directional means that there are two
ideas that could be interpreted from the very way how the alternative hypothesis is
stated.

Figure 11: Diagram for Two-Tailed Test

Example of two tailed test;

Ho: There is no significant difference in the leadership performance of sectarian and non-
sectarian school administrator.

Ha: There is a significant difference in the leadership performance of sectarian and non-
sectarian school administrator.

The above alternative hypothesis is stated non-directional. Significant difference

in the leadership performance can be interpreted that the sectarian perform well than the

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non-sectarian or the other way around. Two meanings can be interpreted from the
alternative hypothesis.

Steps in Hypothesis Testing

1. State the null hypothesis (Ho) and alternative hypothesis (Ha).

2. Set the  (level of significance)
3. Choose the statistical test appropriate to test the hypothesis.
4. Determine the tabular value for the test.
5. Compute the value of the statistical test.
6. Determine the significance of the computed value from the tabular value.
7. We have three cases in formulating the alternative hypothesis testing. First, if
the direction of the Ha is to the left of the hypothesized value, the computed
value (Cv) is less than or equal to the tabular value (Tv). Second, if the direction
of the Ha is to the right of the hypothesized value, the computed value (Cv) is
greater than or equal to the tabular value (Tv). Lastly, if the direction of the Ha
is either to the left or to the right of the hypothesized value, the absolute
computed value (Cv) is greater than tabular value (Tv). Do not reject Ho if the
assumptions in step 7 are not satisfied.
8. Formulate conclusion

Z- test and T-test

The Z-test and T- test is used to determine whether there are any significant
differences between the means of two groups.

Formula for Z – test

1. Sample mean compared with population mean (𝜎 is known)

ZC 
x    n

where:
x = sample mean

= population mean
n = total number of samples
 = population standard deviation

2. Comparing two independent sample (𝜎12 𝑎𝑛𝑑𝜎22 𝑘𝑛𝑜𝑤𝑛)

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 (𝑋̅1 − 𝑋̅2 ) − 𝑑0
𝑍𝑐 = 2 2
√(𝜎1 ⁄𝑛 ) + (𝜎2 ⁄𝑛 )
1 2

where:
x = sample mean

= population mean
n = total number of samples
 = population standard deviation

3. Comparing one sample proportions

𝑥 − 𝑛𝑝0
𝑍𝑐 =
√𝑛𝑝0 𝑞0

4. Comparing two sample proportions

(𝑃̂1 − 𝑃̂2 )
𝑍𝑐 =
1 1
√𝑝̂ 𝑞̂ (𝑛 + 𝑛 )
1 2

In determining the tabular value for z-test use the table for critical values of z
based on the area under the normal curve. (Refer to Appendix B)

Example 1

A record from local college shows that the mean score in the qualifying
examination of sophomore students was 45 with a standard deviation of 2.5. Samples of
80 students were taken and found to have a mean score of 48. Are the 80 students
better than the rest of the sophomore students? Use 0.01 level of significance

Solution:

1. Ho: The 80 students are not better than the rest of the sophomore students.

Ha: The 80 students are better than the rest of the sophomore students.

2. : 0.01
3. z-test (one tailed)

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 4. zt  2.326 Tabular value
5. Computation using the formula for sample mean compared with population mean

ZC 
x    n


Substitute the given values in the formula

x = 48
 = 45
n = 80
 = 2.5

ZC 
48  45 80
2.5

ZC  10.73

6. Decision: Since computed z value of 10.73 is greater than tabular value of

2.326. Therefore, reject the null hypothesis (Ho).

7. Formulate conclusion: The 80 students are better than the rest of the sophomore
students.

Example 2

A researcher wishes to find out whether or not there is a significant difference

between the academic performance of nursing and computer students in his school. By
random sampling, he took a sample of 54 respondents for nursing students. These
respondents were found to have a mean of 92. The researcher also took a sample of 75
respondents for computer students. They were found to have a mean of 80 and it is
given that the population standard deviation for nursing students and computer science
students are 5 and 6 respectively. Is there a significant difference between the two
samples at 0.05 level of significance?

Solution:

1. Ho: There is no significant difference between the academic performance of

nursing and computer science students.
Ha: There is a significant difference between the academic performance of
nursing and computer science students.
2. : 0.05
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 3. z-test (two- tailed)
4. z t  1.96 Tabular value
5. Computation using the formula for comparing two sample means

(𝑥̅1 − 𝑥̅ 2 ) − 𝑑0
𝑍𝑐 = 2 2
√(𝜎1 ⁄𝑛 ) + (𝜎2 ⁄𝑛 )
1 2

Substitute the given values in the formula

x1 = 92
x 2 = 80
 1=5
 2=6
n1 = 54
n2 = 75
(92 − 80)
𝑍𝑐 =
2 2
√5 + 6
54 75

Z C  12.36

6. Decision: Since the computed z value of 12.36 is greater than the tabular value
of 1.96 therefore reject Ho.

7. Formulate conclusion: There is a significant difference between the academic

performance of nursing and computer science students.

Example 3

In a market survey, 31 out of 126 males and 68 out of 190 females indicate a
preference for a particular brand of mobile phones. Do the data warrants the conclusion
that there is a sex difference exists in brand preference for mobile phones? Use 0.01
level of significance

Solution:

1. Ho: Sex difference does not exist in brand preference for mobile phones.
Ha: Sex difference exists in brand preference for mobile phones.
2. : 0.01
3. z-test (two tailed)

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 4. zt  2.576  Tabular value
5. Computation using the formula for comparing two sample proportions

(𝑃̂1 − 𝑃̂2 )
𝑍𝑐 =
1 1
√𝑝̂ 𝑞̂ (𝑛 + 𝑛 )
1 2

where:

𝑥1 + 𝑥2
𝑝̂ =
𝑛1 + 𝑛2

𝑥1 = number of units possessing the attribute of interest in the first group of

sample.
𝑥2 = number of units possessing the attribute of interest in the second group
of sample.
𝑛1 = total number of respondents in the first group of sample.
𝑛2 = total number of respondents in the second group of sample.

Substitute the given values in the formula

p1  31 / 126
p2  68 / 190
n1  126
n2  190
31 68
− 190
126
𝑧𝑐 =
99 217 1 1
√ . ( + 190)
316 316 126

z c   2.10  2.10

5. Decision: Since the computed z value of 2.10 is less than tabular value of 2.58
therefore we cannot reject Ho.

6. Formulate conclusion: Sex difference does not exist in brand preference for
mobile phones.

Formula for T- test

1. Sample mean compared with population mean

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 tC 
x    n
s
where
x = sample mean
 = population mean
n = total number of samples
s = sample standard deviation
2. T-test for independent samples: This is used to compare the values of the means
from two samples and test whether it is likely that the samples are from populations
having different mean values and it is assumed that the variance of the two
populations are equal (𝜎12 = 𝜎22 )

x1  x2
tC 
n1  1s1 2  n2  1s2 2 
1

1
n1  n2  2 n1 n2

where:
x1 = mean of the first group of sample
x 2 = mean of the second group of sample
n1 = total number of the first group of sample
n2 = total number of the second group of sample
s1 = standard deviation of the first group of sample
s2 = standard deviation of the second group of sample

3. T-test of correlated or paired samples: Compare the means between two related
groups obtained from the same sample.

General Formula:

𝑑̅ − 𝑑0
𝑡=
𝑆𝑑
⁄
√𝑛
where:
𝑑̅ = mean difference between the matched pairs of measures
𝑑0 = hypothesized difference between the matched pairs of measures
𝑆𝑑 = standard deviation of the difference between the matched pairs of
measures
n = total number of samples

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 If d0 is equal to zero then we can use this formula:

t
 x 2  x1 

n  x2  x1    ( x2  x1 ) 
2 2

n 1
Where:

x2 – x1= difference between the matched pairs of measures

n= total number of observation
To determine the tabular value for t-test compute first the degree of freedom
(df), and then look for the tabular value from the table of t-distribution. (Refer to
Appendix B)

df  n  1 for one sample group

df  n1  n2  2 for two sample groups

Example 1

Last year an average life span of 69 years with standard deviation of 8.9 years
was shown by a random sample of 100 recorded deaths in the Philippines. Using 0.05
level of significance does it seem to show that the average life span today is greater than
72 years?

Solution

1. Ho: The average life span today is not greater than 72 years.
Ha: The average life span today is greater than 72 years.
2. : 0.05
3. t-test (one- tailed)
4. df  n  1
df  100  1  99
tt  1.66  Tabular value
5. Computation using the formula for sample mean compared with population mean

tC 
x    n
s
Substitute the given values in the formula

x = 69
 = 72
n = 100

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 s = 8.9

tC 
69  72  100
8.9

t C  3.37

6. Decision: Since t computed value of -3.37 is less than tabular value of 1.66.
Therefore, we reject our null hypothesis (Ho).

7. Formulate conclusion: The average life span today is greater than 72 years.

Example 2

As part of an industrial training program, some trainees are instructed by method

1 and some by method 2. Both methods involve computer-administered lessons, but
method 1 also involves personal attention of an instructor. The assignment of trainees to
instructional methods is by random allocation. Random samples of size 10 are taken from
large groups of trainees instructed by the two methods.

The following values are their scores on a relevant achievement test:

Method Score on Achievement Test Mean SD

1 81 71 79 83 76 75 84 90 83 78 80 5.40
2 59 65 62 59 57 64 60 56 66 62 61 3.37

The claim has been made that personal attention of an instructor will improve a
trainee’s score. Test the claim at the 0.05 level of significance.

Solution

1. Ho: Personal attention of an instructor will not improve a trainee’s score.

Ha: Personal attention of an instructor will improve a trainee’s score.
2. : .05
3. t-test (one- tailed)
4. df  n1  n2  2
df  10  10  2  18
tt  1.73  Tabular value
5. Computation using the formula for T-test for independent samples
x1  x2
t
(n1  1)( s1 ) 2  (n2  1)( s2 ) 2 1 1

n1  n2  2 n1 n2

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 where:
n1  10
n2  10
x1  80
x 2  61
s1  5.40
s2  3.37

80  61
t
(10  1)(5.40) 2  (10  1)(3.37) 2 1 1

10  10  2 10 10

t c  9.44

6. Decision: Since computed t value of 9.44 is greater than tabular value of 1.73.
Therefore, we reject our null hypothesis (Ho).

7. Formulate conclusion: Personal attention of an instructor will improve a trainee’s

score.

Example 3

A doctor is interested in determining whether a film about exercise will change

10 persons’ attitudes about exercise. The results of his questionnaire are shown. A
higher numerical value shows a more favorable attitude towards exercise. Is there
enough evidence to support the claim that there was a change in attitude? Test the claim
at 0.05 level of significance for the difference of the two means:

Before 12 11 14 9 8 6 8 5 4 7
After 13 12 10 9 8 8 7 6 5 5

Solution

1. Ho: There is no enough evidence to support the claim that there was a change in
attitude about exercise.

Ha: There is enough evidence to support the claim that there was a change in
attitude about exercise.
2. : .05
3. t-test (two- tailed)

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 4. df  n1 1
df  10  1  9
t t  2.26  Tabular value

5. Computation using the formula for T-test of correlated or paired samples

t
 x 2  x1 

N  x2  x1    ( x2  x1 ) 
2 2

N 1

Before  X1  12 11 14 9 8 6 8 5 4 7
Total
After  X 2  13 12 10 9 8 8 7 6 5 5

X 2  X1 1 1 -4 0 0 2 -1 1 1 -2 -1

 X 2  X 1 2 1 1 16 0 0 4 1 1 1 4 29

X 2  X1 -1
 X 2  X 1 2 29
1
t t   0.18  0.18
1029    1
2

10  1

Decision: Since t computed value of 0.18 is less than tabular value of 2.26.
Therefore, we cannot reject the null hypothesis (Ho).

6. Formulate conclusion: There is not enough evidence to support the claim that
there was a change in attitude about exercise.

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 EXERCISES

Name:_________________ Score: _____________

Course & Year: _________ Date: ______________

Solve each of the following problems completely following the steps in hypothesis
testing.

1. After selecting a random sample of 28 people from a very large population, they
want to determine if the average age of the sample is representative of the
average age of the population. The mean age of the population is 33. From
sample, the mean age is 26 and the standard deviation is 3.4. Is the mean age
of the sample significantly different from the mean age in the population?

2. A math test uses a sample of 16 students with a mean score of 78 and another
sample of 21 students with a mean score of 82. Is there any evidence that one
class is better than the other at .01 level of significance if the sample variance of
the former is 5 and the latter 8?

3. Mr. Piolo and Gerard administered their researcher made test to measure the
mathematical ability of male Grade VI pupils on some solid figures. They
randomly took 10 male pupils of Kalalake Elementary School. Their scores in
each solid figure are shown below.
Students 1 2 3 4 5 6 7 8 9 10
Cube 9 7 6 6 4 3 5 4 5 8
Cylinder 5 6 8 6 5 6 5 7 3 5

Is there difference in their mathematical ability (mean scores) on the above

mentioned solid figures? Assume that the test score is approximately normally
distributed at .01 level of significance?

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 4 A personality test was administered to 17 males and 12 females in a public
school. With the data given below, test whether the females differed in their
personality from that of the males. Higher scores indicate better personality traits
using 0.01 level of significance?

Females- 18, 19, 22, 24, 25, 25, 26, 27, 30, 32, 36, 36
Males-13, 16, 17, 19, 20, 20, 21, 21, 24, 24, 26, 27, 28, 30, 32, 32, 33

5. Is there a difference in the pretest and posttest scores of nursing students in

Biostatistics? (pretest scores=scores in a 100-item test before review sessions;
posttest scores = scores in a 100-item test after review sessions)

61 40 67 34 23 65 78 90
Pre-test
45 89 83 52 92 87 67 56
56 80 60 60 70 55 94 60
Post-test
56 77 70 89 94 89 80 80

6. Compare the mean age of incoming students to the known mean age for all previous
incoming students. A random sample of 40 incoming college freshmen was taken and
was found to have a mean age 19.5 years with standard deviation of 1 year. The college
database shows the mean age for previous incoming students was 18. Compute the
appropriate test and make a decision.

7. A company wants to know if the mean of its new product differs from the mean of
the standard which is 0.742 pounds and a standard deviation of 0.0403 pounds. If a
sample of 35 yields a mean of 0.720. Compute the appropriate test and make a decision.

8. The employment status of working students in Olongapo City is below. Is there any
difference in the proportion of employed in males and females? At .05 level of
significance

Employment Status
Gender
Employed Unemployed
Males 256 23
Females 204 77
Total 460 100

9. In certain school in Olongapo City, a research study was conducted to determine

whether the performance of students who came from public high schools differ
significantly from those of students who came from private high schools. A research
made test was given to 120college freshmen (60 from each school). Set up the
appropriate statistical test.

School Means Standard deviation

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 Public High School 83 7
Private High School 92 4

10. A famous nonverbal communication scholar believes that anxiety is an important

variable in nonverbal behavior. On the basis of the assumption that anxious people have
more energy than those who are calm, he hypothesizes that anxious people gesture
more often while they talk than do calm people. He tests this hypothesis by randomly
selecting five anxious people and five calm people (measured on a valid and reliable
scale) from a university class. He tells each research participant to bring a friend to a
laboratory where he videotapes 20 minutes of their conversation. He then counts the
average number of gestures per minute made by each research participant. He obtains
the following scores:

Anxious People 3 3 4 5 5
Calm People 4 6 7 9 9
Set up the appropriate statistical test and make a decision.

11. Some investigators have proposed that students have elevated blood pressure during
finals week. To test this hypothesis 8 students volunteered to have their blood pressure
taken at the beginning of the semester and then again during finals week. The blood
pressure data (diastolic) is listed below. Conduct a test to determine if there is a
difference between the first week and finals week.

Student Week 1 Finals Week

Jason 89 92
Gemma 76 78
Gabriel 84 92
Leila 89 94
Ismael 74 93
Marilyn 66 74
Donna 56 65
Geraldine 74 73

12. At the beginning of school year the average reading comprehension of freshmen
college students was recorded at 79.37. After three months of studying the same
instruments for reading comprehension test was used for 56 students and scored an
average of 86.48 with a standard deviation of 4.65. Does staying in the college improve
the reading comprehension of the freshmen students?

13. The CEO of a small electric utility claims that 70 percent of his 1,000 customers are
very satisfied with the service they receive. To test this claim, the local newspaper

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surveyed 100 customers, using simple random sampling. Among the sampled customers,
63 percent say they are very satisfied. Based on these findings, can we reject the CEO's
hypothesis that 70% of the customers are very satisfied? Use a 0.05 level of significance.

14. Suppose the previous example is stated a little bit differently. Suppose the CEO
claims that at least 70 percent of the company's 1,000 customers are very satisfied.
Again, 100 customers are surveyed using simple random sampling. The result: 63
percent are very satisfied. Based on these results, should we accept or reject the CEO's
hypothesis? Assume a significance level of 0.05.

15. The average length of time for students to register in the first semester at a certain
school has been 50 minutes. A new registration procedure is being tested. If random
samples of 20 students have an average of 45 minutes with a standard deviation of 9
minutes under the system, can you conclude that the new system is faster than the old
one? Assume that the average length of time is normally distributed. Use 0.01 level of
significance

16. Researchers want to examine the effect of perceived control on health complaints of
geriatric patients in a long-term care facility. Thirty patients are randomly selected to
participate in the study. Half are given a plant to care for and half are given a plant but
the care is conducted by the staff. Numbers of health complaints are recorded for each
patient over the following seven days. Compute the appropriate test for the data
provided below.

23 12 6 15 18 5 21 18
Control over Plant
34 10 23 14 19 23 8
35 21 26 24 17 23 37 22
No Control over Plant
16 38 23 41 27 24 32

17. A researcher wishes to study the effectiveness of Psychoanalysis and Gestalt therapy.
Ten twins were the participants who were randomly assigned to each group (i.e., one of
the twins is assigned randomly to one of the therapies and other twin to the other
therapy). At the conclusion of the study, changes in self concept are measured for each
patient. The purpose of the study is to determine which method is more effective. The
data on changes in self concept are as follows:

Psychoanalysis (twin 36 14 15 20 23 16 25 30 20 29
1)
Gestalt Therapy 20 25 40 15 17 18 34 23 24 10

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 (twin 2)

18. A researcher wishes to study the effectiveness of Reality and Behavior therapy. Ten
patients were randomly assigned to each group. At the conclusion of the study, changes
in self-concept are measured for each patient. The purpose of the study is to determine
which is more effective. The data on changes in self concept are as follow:

Reality Therapy 46 24 25 30 33 26 35 40 30 39
Behavior Therapy 30 35 50 25 27 38 44 33 34 20

19. Score of twelve students before and after a special coaching benefit students in that,
are the students’ scores higher after coaching. Use 0.01 level of significance

Before
92 78 47 37 64 54 43 33 58 62 87 75
coaching
After
82 80 62 49 55 73 59 58 63 65 91 84
coaching

20. A psychologist studying the human factors of computer keyboards setup up an

experiment to compare two different keyboard designs. He measures the number of
words per minute typed by one group on Keyboard A and then he measures the number
of words typed per minute by another group of people on Keyboard B. Use the data
below to determine if the typing speeds on the two different keyboards are significantly
different.

Keyboard A Keyboard B
(words per minute) (words per minute)
47
54 51
62 54
75 62
59 44
78 51
64 48
69 65
72 42
50 44
73 71
68

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 APPENDIX B: Critical t values

The columns are probabilities, and the rows degrees of freedoms. Each cell contains the
critical t value for that particular degrees of freedom and probability of Type I error
(alpha α). α is the probability of Type I error.

The t values are for the two tail test. The same t value is used for half the alpha value in
a one tail test.For example, at 20 degrees of freedom, the t value of 2.086 is critical for
α=0.05(2 tail) and α=0.025 (1 tail). With the same degrees of freedom, 1.725 is critical
for α=0.1(2 tail) and α=0.05(1 tail).

α (1 tail) 0.05 0.025 0.01 0.005 0.0005

α (2 tail) 0.1 0.05 0.02 0.01 0.001
Df
1 6.314 12.707 31.819 63.655 636.045
2 2.920 4.303 6.965 9.925 31.599
3 2.353 3.182 4.541 5.841 12.924
4 2.132 2.776 3.747 4.604 8.610
5 2.015 2.571 3.365 4.032 6.869
6 1.943 2.447 3.143 3.707 5.959
7 1.895 2.365 2.998 3.500 5.408
8 1.860 2.306 2.897 3.355 5.041
9 1.833 2.262 2.821 3.250 4.781
10 1.812 2.228 2.764 3.169 4.587
11 1.796 2.201 2.718 3.106 4.437
12 1.782 2.179 2.681 3.055 4.318
13 1.771 2.160 2.650 3.012 4.221
14 1.761 2.145 2.625 2.977 4.140
15 1.753 2.131 2.603 2.947 4.073
16 1.746 2.120 2.584 2.921 4.015
17 1.740 2.110 2.567 2.898 3.965
18 1.734 2.101 2.552 2.878 3.922
19 1.729 2.093 2.540 2.861 3.883
20 1.725 2.086 2.528 2.845 3.850
21 1.721 2.080 2.518 2.831 3.819

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 22 1.717 2.074 2.508 2.819 3.792
23 1.714 2.069 2.500 2.807 3.768
24 1.711 2.064 2.492 2.797 3.745
25 1.708 2.060 2.485 2.787 3.725
α (1 tail) 0.05 0.025 0.01 0.005 0.0005
α (2 tail) 0.1 0.05 0.02 0.01 0.001
Df
26 1.706 2.056 2.479 2.779 3.707
27 1.703 2.052 2.473 2.771 3.690
28 1.701 2.048 2.467 2.763 3.674
29 1.699 2.045 2.462 2.756 3.659
30 1.697 2.042 2.457 2.750 3.646
35 1.690 2.030 2.438 2.724 3.591
40 1.684 2.021 2.423 2.705 3.551
45 1.679 2.014 2.412 2.690 3.520
50 1.676 2.009 2.403 2.678 3.496
55 1.673 2.004 2.396 2.668 3.476
60 1.671 2.000 2.390 2.660 3.460
65 1.669 1.997 2.385 2.654 3.447
70 1.667 1.994 2.381 2.648 3.435
75 1.665 1.992 2.377 2.643 3.425
80 1.664 1.990 2.374 2.639 3.416
85 1.663 1.988 2.371 2.635 3.409
90 1.662 1.987 2.369 2.632 3.402
95 1.661 1.985 2.366 2.629 3.396
100 1.660 1.984 2.364 2.626 3.391
110 1.659 1.982 2.361 2.621 3.381
120 1.658 1.980 2.358 2.617 3.374
130 1.657 1.978 2.355 2.614 3.367
140 1.656 1.977 2.353 2.611 3.361
150 1.655 1.976 2.352 2.609 3.357
160 1.654 1.975 2.350 2.607 3.352
170 1.654 1.974 2.349 2.605 3.349
180 1.653 1.973 2.347 2.603 3.345
190 1.653 1.973 2.346 2.602 3.343
200 1.653 1.972 2.345 2.601 3.340

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 ∞ 1.645 1.960 2.326 2.576 3.291

Downloaded at http://www.stattools.net, Retrieved on 9/17/2012.

BASES FOR EVALUATION:

1. Midterm/Final Examination 30%

2. Activity/Output 40%
3. Assignment 20%
4. Character/Attendance 10%

Netiquette for Students

The following are the ONLINE ETIQUETTE to be followed before, during

and after conducting an ONLINE CLASS:

1. Prior to your class, ensure that you are “screen-ready.” As such, be

mindful to your background and reduce possible distractions while
conducting the class.
2. During the class, it is important to make eye contact and to speak
concisely and slowly without interruptions. Moreover, to conduct a more
effective and focused session, avoid doing the following activities such as
eating and multitasking.
3. After conducting discussion be patient and give your learners opportunity
to ask questions and clarification. As such, the following are to be
remembered to have an engaging discussion between a teacher and
learner;

✓ Be patient

✓ Be respectful

✓ Wait to be acknowledged before talking.

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4. When joining an online class, log in using your GC domain email
addresses provided by the institution. Ensure that you provide your real
name and avoid using alias/es.
5. Be punctual in attending your online classes.

6. Be sure to use appropriate language. Be respectful. Do not use offensive

language. Present ideas appropriately.
7. Do not capitalize all letters since this suggests shouting. Be thoughtful
also to not use all lower case.
8. Be careful to use proper grammar and spelling.
9. Do not dominate any discussion. Give other students the opportunity to
join in the discussion.
10. Avoid using the vernacular and/or slang language. This could possibly
lead to misinterpretation.
11. Never make fun of someone’s ability to read or write.
12. Share tips with fellow students on how to easily navigate the net
concerning their subjects.
13. Keep an “open-mind” and be willing to express even your minority
opinion. Minority opinions have to be respected.
14. Think and edit before you push the “Send” button.
15. Do not hesitate to ask questions. Raise your hand and wait to be
recognized by the instructor.
16. Using humor is acceptable but be careful that it is not misinterpreted. For
example, are you being humorous or sarcastic?
17. Be honest and truthful.
18. Be respectful of copyrights.
19. Be cautious about when to click “reply to all.”
20. Be brief and precise in the “subject” line.
21. Be considerate to not multi-post, cross-post, off-topic post, or hijack a
discussion thread.
22. Be careful to not forward inappropriate jokes, cartoons, photos, chain
letters, spam, etc.
23. Read carefully and completely all the instructions and materials given by
your instructor.
24. Participate actively in your group projects. Work on your own
contribution. Avoid freeloading.
25. Posting announcements that involve personal data, such as grades and
results of assignment is prohibited. For example, exam results should be
given on an individual basis and not released on masse.

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Note: Institution will provide letter of consent to all students officially enroll
for this semester on the conduct of online classes in adherence to the provisions
of Data Privacy Act

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