11

Statistics and Probability

Activity Sheets
Quarter 4 – MELC 4
Identifying the Appropriate Form
of the Test-Statistic

REGION VI – WESTERN VISAYAS

Statistics and Probability – Grade 11
Activity Sheet No. 4
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.
ALL RIGHTS RESERVED. No part of this learning resource may be
reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Statistics and Probability Activity Sheet

Writer: Juliet B. Calinao

Illustrator: Juliet B. Calinao

Layout Artists: Juliet B. Calinao and Rutchel J. Ngipen

Schools Division Quality Assurance Team:

Ligaya H. Montelijao, EPS-Mathematics
Leila G. Valencia, EPS-LR
Jezereel Grace G. Tiron
Bernie P. Alcedo
Division of Iloilo City Management Team:
Ma. Luz M. De los Reyes, PhD, CESO V, SDS
Lilibeth T. Estoque, EdD, CESO VI, ASDS
Arlo L. Villalva, CID Chief
Jerry M. Lego, EdD, SGOD Chief
Leila G. Valencia, EPS-LR
Ligaya H. Montelijao, EPS-Mathematics
Regional Management Team
Ramir B. Uytico, EdD, CESO IV
Pedro T. Escobarte, Jr., PhD, CESO V
Elena P. Gonzaga, EdD
Donald T. Genine,
Adonis A. Mosquera

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Introductory Message
Welcome to Statistics and Probability for Senior High School!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Statistics and Probability for Senior High School will help you
facilitate the teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you and
learner. This will be made available to the learners with the references/links to ease
the independent learning.

For the learner:

The Statistics and Probability for Senior High School is developed to help
you continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an
active learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator on the
agreed schedule.

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 Quarter 4, Week 2

Learning Activity Sheets (LAS) No. 4

Name of Learner: ___________________ Grade and Section: _________________

Date: _____________________________

STATISTICS AND PROBABILITY ACTIVITY SHEET

Identifying the Appropriate Form of the Test-Statistic

I. Learning Competency with Code

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; and
(c) the Central limit theorem is to be used. (M11/12SP-IVb-2)

II. Background Information for Learners

In deciding whether you have to reject or do not reject the null hypothesis,
a test statistic is used. A test statistic is a number computed from the data using
a statistical test. The test statistic summarizes the data and is used to assess
and provide an evidence in supporting or not the null hypothesis.
There is an appropriate statistical test to be used in different cases. In
choosing the appropriate test statistic in hypothesis testing with respect to the
population mean, we need to check whether the data are normally distributed
or not. We should also consider the sample size and the presence of the
population variance.
The z-test is used when the data are normally distributed, the sample size
is greater than or equal to 30 and the population variance is known.
The t-test is used when we cannot utilize the z-test for some reasons such
as if the sample size is not enough or less than 30 and if the population variance
is unknown. Since the population variance is unknown, we use the sample
variance.
The Central Limit Theorem states that if you have a population with mean
(μ) and standard deviation (σ) and take sufficiently large random samples from
the population, then the distribution of the sample means will be approximately
normally distributed. Hence, as the sample size gets larger, the data also
approaches a normal distribution. In this case, we can use the z-test, and if
the population variance is unknown, we can use the sample variance instead.

The following table summarizes the three cases:

Test Statistic Use when Formula
z-test data are normally distributed, 𝑥−𝜇 𝑥−𝜇
𝑧= =( )√𝑛
𝑛 ≥ 30, 𝜎 is known 𝜎/√𝑛 𝜎
t-test 𝑥−𝜇 𝑥−𝜇
𝑛 < 30, 𝜎 is unknown 𝑡= =( )√𝑛
𝑠/√𝑛 𝑠
Using the 𝑥−𝜇 𝑥−𝜇
Sample size is sufficiently large, 𝑧= =( )√𝑛
Central Limit
𝑠 may be used if 𝜎 is unknown 𝜎/√𝑛 𝜎
Theorem

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 Examples: Identify the appropriate form of test-statistic to be used in the
following situations.

1. A labor union president claims that the mean age of the employees in a
certain company is 38 with a standard deviation of 6. A random sample of 30
employees from the same company has a mean age of 36 and standard
deviation of 5. Test at 5% significance level that the mean age of the employees
is not 38.

Answer: The sample size is 30 and the population variance is known, hence,
we can use the z-test.

2. A teacher wants to find out if his teaching strategy is effective. A sample of

25 students took a 100-point examination and the average is 80 with a standard
deviation of 7. Test at 10% significance level that the average of the students
is greater than 75 which is the standard passing score.

Answer: The sample size is less than 30 and the population variance is
unknown; hence, we will use the t-test.

3. The Health Department reports that the systolic blood pressure for ages 18-
30 years has a mean of 125. In a study of health workers, a sample of 200
workers has a systolic blood pressure average of 120 with a standard deviation
of 4. Do the data suggest that the average systolic blood pressure is lower than
125 at 1% significance level?

Answer: The population variance is unknown, but the sample size is 200 which
is large enough to use the test-statistic using the central limit theorem.

III. Accompanying DepEd Textbook and Education Sites

De Guzman, D. (2017). Statistics and Probability. C & E Publishing Inc.,
Quezon City.
Belecina, R. R. et.al. (2016). Statistics and Probability. First Edition. Rex Book
Store, Inc.
Laput, F. D. & Aguilar, K. J. L. (2020). Statistics and Probability. Quarter 4 –
Module 1: Test of Hypothesis. Alternative Delivery Mode. Department of
Education.

IV. Activity Proper

General Directions: In answering the exercises in the Learning Activity Sheet

(LAS), please be reminded not to write anything here. All answers must be
written in a separate sheet of paper. Read each problem carefully and answer
it systematically. If a solution is required, encircle your final answer.

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Exercise I: Identify the appropriate form of test-statistic to be used in the
following situations.

1. A pharmaceutical company says that the efficacy rate of their medicine is

90% and the standard deviation is 2%. A sample of 500 volunteers from a
city reveals that the efficacy rate is 88% with a standard deviation of 3%. At
1% significance level, check the veracity of the statement of the company.

2. The average income of a customer service representative is P 23,000. A

survey was conducted among 25 customer service representatives in the
city and the mean is 24,000 and the standard deviation is P 5,000. Is there
a significant difference between the population mean and sample mean at
5% significance level?

3. A laboratory is conducting a quality control on the amount of active

ingredient in a drug. A single dosage of the drug should contain 12 mg of
the active ingredient. Thirty random dosages of the drug revealed that the
average amount of the active ingredient is 12.1 mg, and the standard
deviation is 0.5 mg. Is there enough evidence with 99% confidence level
that the average amount of the active ingredient is greater than 12 mg?

4. A remittance center claims that the average transaction cost of sending

money through their remittance center is 3% of the amount. A sample of 20
clients revealed that the mean transaction cost is 3.4% and the standard
deviation is 0.5%. Test at 10% significance level whether the transaction fee
is higher than the claim of the remittance center.

5. According to a guidance counselor, an average student spent less than 7

hours each day for school works. A sample of 100 students in a certain
school reveals that the mean hours spent of the students is 6.5 hours with
a standard deviation of 0.8. Determine whether the claim of the guidance
counselor is correct with 95% confidence level.

Exercise II: Given the following information, determine the appropriate test-
statistic to be used.

Given Information Test-Statistic

1. 𝜇 = 65, x = 63, 𝑠 = 4, 𝑛 = 20
2. 𝜇 = 92, 𝜎 = 6, 𝑥 = 96, 𝑠 = 5, 𝑛 = 30
3. 𝜇 = 13,800, 𝑥 = 13,745, 𝑠 = 232, 𝑛 = 100
4. 𝜇 = 5.6, 𝑥 = 5.4, 𝑠 = 0.3, 𝑛 = 15
5. 𝜇 = 147, 𝜎 = 8 , 𝑥 = 152, 𝑠 = 5.5, 𝑛 = 50

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V. Reflection

In what part of the lesson do you experience any difficulty? How can you
improve yourself?
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Exercise I
1. z-test
2. t-test
3. test statistic using the central limit theorem
(CLT)
4. t-test
5. test statistic using the CLT
Exercise II
1. t-test
2. z-test
3. test statistic using the (CLT)
4. t-test
5. z-test
Answer Key: