Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

11 Zest for Progress

Z P
1
eal of artnership

4th QUARTER – Module 5

CENTRAL LIMIT THEOREM

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Mathematics – Grade 11
Alternative Delivery Mode
Quarter 4 – Module 5:
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Mark Jestoni Bulante
Editors: Mercedita B. Tarog
Dickenson L. Canizares
Illustrator: Edward S. Duarte
Layout Artist: Abdurauf J. Baldomero
Reviewers: EPS, Mathematics Vilma A. Brown, Ed. D.
SHS Master Teacher Enrico P. Minao
Management Team: SDS Roy C. Tuballa, EMD, JD, CESO VI
ASDS Jay S. Montealto, CESO VI
ASDS Norma T. Francisco, DM, CESE
EPS Mathematics Vilma A. Brown, Ed. D.
EPS LRMS Aida F. Coyme, Ed. D.

Printed in the Philippines

Department of Education – Region IX, Zamboanga Peninsula
Office Address: Tiguma, Airport Road, Pagadian City
Telefax: (062) – 215 – 3751; 991 – 5975
E-mail Address: region9@deped.gov.ph

1
Introductory Message
This Self–learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM. This will
tell you if you can proceed on completing this module or if you need to ask your facilitator or
your teacher’s assistance for better understanding of the lesson. At the end of each module,
you need to answer the post-test to self-check your learning. Answer keys are provided for
each activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you on your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM.
Use a separate sheet of paper in answering the exercises and tests. Read the instructions
carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Thank you.

What I Need to Know

This module will explain the use of hypotheses, accurate decision and making a final
conclusion.
➢ Recognize when to use a hypothesis test or a confidence interval to draw a conclusion
about a population mean.
➢ Under appropriate conditions, conduct a hypothesis test about a population mean. State
a conclusion.

What I Know
Directions: Choose the letter that corresponds to your answer.

1. This set of Probability and Statistics Multiple Choice Questions & Answer (MCQs) focuses
on “Testing of Hypothesis”.
a. Statistics b. Hypothesis
c. Level of Significant d. Test-Statistics

2
2. The _____ hypothesis is the statement originally proposed by the researcher as the
suggested answer to the research question.
a. Null Hypothesis b. Statistics Hypothesis
c. Simple Hypothesis d. Alternative Hypothesis

3. If the assumed hypothesis is tested for rejection considering it to be true it is called:

a. Null Hypothesis b. Statistics Hypothesis
c. Simple Hypothesis d. Composite Hypothesis

4. Which of the following is the two possible decision scenarios in hypothesis testing?
a. Null Hypothesis & Alternative Hypothesis
b. Statistics Hypothesis & Alternative Hypothesis
c. Simple Hypothesis & Null Hypothesis
d. Alternative Hypothesis & Simple Hypothesis

5. Which of the following is a statement whose validity is tested based on a sample?

a. Null Hypothesis b. Statistical Hypothesis
c. Simple Hypothesis d. Composite Hypothesis

LESSON TEST HYPOTHESES ON A

1 POPULATION MEAN

What’s In
Directions: Write down the null and alternative hypotheses of the following statement.

Example:
We want to test whether the mean GPA of students in America colleges is
different from 2.0 (out of 4.0). The null and alternative hypotheses are:
𝑯𝑶 : 𝝁 = 2.0
𝑯𝟏 : 𝝁 ≠ 2.0
1. We want to test if college students take less than six years to graduate from Engineering,
on the average.
𝑯𝑶 :
𝑯𝟏 :

2. We want to test whether the mean height of eight graders is 62 inches.

𝑯𝑶 :
𝑯𝟏 :

Hypothesis testing is the method of testing whether claims or hypotheses regarding

a population are likely to be true.

3
 The Null Hypothesis (𝑯𝑶 ), stated as the null, is a statement about a population
parameter, such as the population mean, that is assumed to be true. The null hypothesis is a
starting point. We will test whether the value stated in the null hypothesis is likely to be true.

An Alternative Hypothesis (𝑯𝟏 ), is a statement that directly contradicts a null

hypothesis by starting that the value of a population parameter is less than, greater than, or
not equal to the value stated in the null hypothesis. The alternative hypothesis states what
we think is wrong about the null hypothesis.

What’s New

In the field of statistics, a hypothesis is a claim about some aspect of a population. A

hypothesis test allows us to test the claim about the population and find out how likely it is to
be true.
The hypothesis test consists of several components.
Null Hypothesis – denoted as 𝐻𝑂 is the statement that the value of the
parameter is, in fact, equal to the claimed value. We assume that the null
hypothesis is true until we prove that it is not.

Alternative hypothesis – denoted as 𝐻1 is the statement that the value of the

parameter differs in some way from the null hypothesis. The alternative
hypothesis can use the symbols <,>, or ≠.

Test Statistic – is the tool we use to decide whether or not to reject the null
hypothesis. It is obtained by taking observed value (the sample statistics) and
converted it into a standard score under the assumption the null hypothesis is
true.

P-value – for any given hypothesis test is the probability of getting a sample
statistic at least as extreme as the observed value. That is to say, it is the area to
the left or right of the test statistic.

Critical Value - is the standard score that separates the rejection region (α) from
the rest of the given curve.

Types of Errors:
▪ A Type I Error – is incorrectly rejecting a true null hypothesis (false negative)
▪ A Type II Error – is incorrectly failing to reject an untrue null hypothesis (False
negative)

The level of significance α is a probability, in fact, is the probability of rejecting a true

null hypothesis.

4
 Condition of Null Hypothesis

True False

Fail to reject 𝑯𝑶 Correct action Type II error

Possible
Action Reject 𝑯𝑶 Type 1 error Correct A

Conclusion. If 𝑯𝑶 is rejected, we conclude that 𝑯𝟏 is true. If 𝑯𝟎 is not rejected, we can

conclude that 𝑯𝟎 may be true.

LESSON
CENTRAL LIMIT THEOREM
2
What’s In

The CLT states that if you have a population with mean µ and standard deviation 𝜎
and take sufficiently large random samples from the population with replacement, then the
distribution of the sample means will be approximately normally distributed.

EXAMPLE: A certain group of welfare recipients reviews SNAP benefits of 110php per
week with a standard deviation of 20php. If a random sample of 25 people is taken,
what is the probability their mean benefit will be greater than 120php per week?

GIVEN: SOLUTION:
a. Mean (average or µ) = 120php ̅−𝝁
𝒙 𝟏𝟐𝟎 − 𝟏𝟏𝟎 𝟏𝟎
𝒛= = = = 𝟐. 𝟓
b. Population size = 110php 𝝈/√𝒏 𝟐𝟎/√𝟐𝟓 𝟒
c. Standard deviation (𝛔) = 20php In the Z-score table of 2.5 has an area of
d. Sample size (n) = 25 roughly 49.38%. Adding 50% (for the left haft of
the curve), we get 99.38%.

The Central Limit Theorem basically says that for non-normal data, the distribution
of the sample means has an approximate normal distribution, no matter what the distribution
of the original data looks like, as long as the sample size is large enough (usually at least 30)
and sample has the same size.

This theorem gives you the ability to measure how much the means of various
samples will vary, without having to take any other sample means to compare it with.

5
 What’s New

Let’s take a look at how Central Limit Theorem works to gain a better understanding.
As the sample size increases, the sampling distribution of the mean, 𝑥̅ , can be approximated
by a normal distribution with mean µ and standard deviation 𝜎⁄ where:
√𝑛
1. µ is the population mean
2. 𝛔 is the population standard deviation
3. 𝒏 is the sample size

In other words, if we repeatedly take independent, random sample size n from any
population, then when n is large the distribution of the sample means will approach a normal
distribution.

Directions: Read and analyze the problem below. Show your complete solution.

A population of 29-year-old male has a mean salary of 29, 321php with a standard
deviation of 2,120php. If a sample of 100 men is taken, what is the probability their mean
salaries will be less than 29, 000php?

What is It

We have the following steps in testing a hypothesis about the mean of a population:
1. Data: determine variable, sample size (n), sample mean (x bar), population standard
deviation or sample standard deviation (s) if is unknown

2. Assumptions: We have two cases:

CASE 1: Population is normally or approximately normally distributed with known or
unknown variance (sample size n may be small or large)
CASE 2: Population is not normal with known or unknown variance (𝑛 is large i.e 𝑛 ≥ 30)

3. Hypothesis: we have three cases:

CASE HYPOTHESES EXAMPLE
𝐻𝑂 : µ = µ𝑂 We want to test that the population mean is
Case 1
𝐻𝐴 : µ ≠ µ𝑂 different than 50
𝐻𝑂 : µ ≤ µ𝑂 We want to test that the population mean is
Case 2
𝐻𝐴 : µ > µ𝑂 greater than 50
𝐻𝑂 : µ ≥ µ𝑂 We want to test that the population mean is
Case 3
𝐻𝐴 : µ < µ𝑂 less than 50

6
4. Test Statistic
𝝈 is known 𝝈 is not known
𝒏 ≥ 𝟑𝟎 ̅ − 𝝁𝟎
𝑿 ̅ − 𝝁𝟎
𝑿
Population is normal or 𝒁= 𝝈 𝒁=
⁄ 𝒏 𝑺⁄
not normal √ √𝒏
̅
𝑿 − 𝝁𝟎 ̅
𝑿 − 𝝁𝟎
𝒏 < 𝟑𝟎 𝒕= 𝝈 𝒕=
Population is normal ⁄ 𝒏 𝑺⁄
√ √𝒏

5. Decision Rule
̅ −𝝁𝟎
𝑿
a. If test statistics is 𝒁 = 𝝈 ,
⁄ 𝒏
√
𝐻𝑂 : µ = µ𝑂 𝐻𝑂 : µ ≤ µ𝑂 𝐻𝑂 : µ ≥ µ𝑂
Hypotheses
𝐻𝐴 : µ ≠ µ𝑂 𝐻𝐴 : µ > µ𝑂 𝐻𝐴 : µ < µ𝑂
Critical Value (s) 𝑍𝛼 and −𝑍𝛼 𝑍1−𝛼 = −𝑍𝛼 𝑍𝛼
2 2
Reject 𝐻0 (and accept 𝐻𝐴 ) at the significance level 𝛼 if:
𝑍 < 𝑍𝛼 or
2 𝑍 > 𝑍1−𝛼 = −𝑍𝛼 𝑍 < 𝑍𝛼
Decision
𝑍 > 𝑍1−𝛼 = −𝑍𝛼 One – sided test One – sided test
2 2
(Right – tailed) (Left – tailed)
Two – sided test
̅ −𝝁𝟎
𝑿
b. If test statistics is 𝒕 = 𝝈 ,
⁄ 𝒏
√
𝐻𝑂 : µ = µ𝑂 𝐻𝑂 : µ ≤ µ𝑂 𝐻𝑂 : µ ≥ µ𝑂
Hypotheses
𝐻𝐴 : µ ≠ µ𝑂 𝐻𝐴 : µ > µ𝑂 𝐻𝐴 : µ < µ𝑂
Critical Value (s) 𝑡𝛼 and −𝑡𝛼 𝑡1−𝛼 = −𝑡𝛼 𝑡𝛼
2 2
Reject 𝐻0 (and accept 𝐻𝐴 ) at the significance level 𝛼 if:
𝑡 < 𝑡𝛼 or
2 𝑡 > 𝑡1−𝛼 = −𝑡𝛼 𝑡 < 𝑡𝛼
Decision
𝑡 > 𝑡1−𝛼 = −𝑡𝛼 One – sided test One – sided test
2 2
(Right – tailed) (Left – tailed)
Two – sided test

c. Use of 𝑝 – values in decision making.

𝑝 – value is the smallest value of 𝛼 for which we can reject the null hypothesis
𝐻0 . Calculating 𝑝 – value depends on the alternative hypothesis 𝐻𝐴 .

̅ −𝝁𝟎
𝑿
If test statistics is 𝒁 = 𝝈 ,
⁄ 𝒏
√
Hypotheses 𝐻𝐴 : µ ≠ µ𝑂 𝐻𝐴 : µ > µ𝑂 𝐻𝐴 : µ < µ𝑂
𝒑 – value 2 × 𝑝(𝑍 > |𝑍𝑐 |) 𝑝(𝑍 > 𝑍𝑐 ) 𝑝(𝑍 < 𝑍𝑐 )
Significance level 𝛼
Decision Reject 𝐻0 if 𝑝 – value < 𝛼

6. Decision
• If we reject 𝐻0 , we can conclude that 𝐻𝐴 is true.
• If, however, we do not reject 𝐻0 , we may conclude that 𝐻0 is true.

7
 Decision rule using 𝑝 – value:
• If the 𝑝 – value is less than or equal to 𝛼, we reject the null hypothesis (𝑝 ≤ 𝛼).
• If the 𝑝 – value is greater than to 𝛼, we do not reject the null hypothesis (𝑝 > 𝛼).

EXAMPLE 1

Researchers are interested in the mean age of a certain population. A random sample
of 10 individual individuals drawn from the population of interest has a mean of 27.
Assuming that the population is approximately normally distributed with variance 20,
can we conclude that the mean is different from 30 years? (α = 0.05).
If the p-value is 0.034 how can we use it in making decision?

SOLUTION:
1. Data: Variable is age, 𝑛 = 10, 𝑋̅ = 27, 𝜎 2 = 20, 𝛼 = 0.05
2. Assumptions: the population is approximately normally distributed with variance of 20.
3. Hypothesis: 𝐻𝑂 : µ = 30
𝐻1 : µ ≠ 30
4. Test Statistics:
̅ − 𝝁𝟎 𝑿
𝑿 ̅ − 𝝁𝟎 𝟐𝟕 − 𝟑𝟎
𝒁= 𝝈 = = = −𝟐. 𝟏𝟐
⁄ 𝒏 𝝈 𝟐 𝟐𝟎
√ √ √
𝒏 𝟏𝟎
5. Decision Rule: The alternative hypothesis is 𝑯𝟏 : µ ≠ 30.
Hence, we reject 𝐻0 if 𝑍 > 𝑍1−0.025 = 𝑍0.975 or 𝑍 < −𝑍1−0.025 = −𝑍0.975
Note that 𝑍0.975 = 1.96 (based on the 𝑍 distribution table)

6. Decision:
We reject 𝐻0 , since −2.12 is in the rejection region. We can conclude that 𝜇 is not equal
to 30. Using the 𝑝 – value, we not that 𝑝 – value = 0.0340 < 0.05, therefore, we reject 𝐻0 .

What’s More

EXAMPLE 2
Referring to the example number 1. Suppose that the researchers have asked: can we
conclude that µ < 30.

SOLUTION:
1. Data: Variable is age, 𝑛 = 10, 𝑋̅ = 27, 𝜎 2 = 20, 𝛼 = 0.05
2. Assumptions: the population is approximately normally distributed with variance of 20.
3. Hypothesis: 𝐻𝑂 : µ ≥ 30
𝐻1 : µ < 30

8
4. Test Statistics:
̅ − 𝝁𝟎 𝟐𝟕 − 𝟑𝟎
𝑿
𝒁= 𝝈 = = −𝟐. 𝟏𝟐
⁄ 𝒏 √𝟐𝟎
√
𝟏𝟎
5. Decision Rule: The alternative hypothesis is 𝑯𝟏 : µ < 30.
Hence, we reject 𝐻0 if 𝑍 < −𝑍1−𝛼 where 𝑍1−𝛼 = 1.645 (from the 𝑍 – distribution table)

6. Decision:
We reject 𝐻0 , thus we can conclude that the population mean is smaller than 30.

EXAMPLE 3
Among 157 African – American men, the men systolic blood pressure was 146 mm Hg
with standard deviation of 27. We wish to know if based on these data, we may
conclude that the mean systolic blood pressure for a population of African- American is
greater than 140. Use α= 0.01.

SOLUTION:
1. Data: Variable is systolic blood presure, 𝑛 = 157, 𝑋̅ = 146, 𝑠 = 27, 𝛼 = 0.01
2. Assumptions: the population is not normal, 𝜎 2 is unknown.
3. Hypothesis: 𝐻𝑂 : µ ≤ 140
𝐻1 : µ > 140
4. Test Statistics:
̅ − 𝝁𝟎 𝟏𝟒𝟔 − 𝟏𝟒𝟎
𝑿
𝒁= 𝒔 = = 𝟐. 𝟕𝟖
⁄ 𝒏 𝟐𝟕
√
√𝟏𝟓𝟕
5. Decision Rule: The alternative hypothesis is 𝑯𝟏 : µ > 140.
Hence, we reject 𝐻0 if 𝑍 > 𝑍1−𝛼 where 𝑍0.99 = 2.33 (from the 𝑍 – distribution table)

6. Decision:
We reject 𝐻0 . Hence, we may conclude that the mean systolic blood pressure for a
population of African – American is greater than 140.

ACTIVITY LET’S PRACTICE

Directions: Study the problem and answer the task given.

PROBLEM 1: A Company manufactures calculators with an average mass of 500g, an

engineer believes that the average weight to be different and decides to calculate the
average mass of 60 calculates.
TASK: State the null and alternative hypothesis.
𝑯𝑶 :
𝑯𝟏 :

PROBLEM 2: Reyes performed a study to validate a translated version of the Western

Mindanao State University (WMSU) questionnaire used with English-speaking patients with
hip or knee osteoarthritis. For the 76 women classified with severe hip pain. The WMSU
mean function score was 70.7 with standard deviation of 14.6, we wish to know if we may

9
conclude that the mean function score for a population of similar women subjects with sever
hip pain is less than 75. Let α= 0.01.

TASK: Perform hypothesis testing by following the steps below.

1. Data:

2. Assumption:

3. Hypothesis:

4. Test Statistics:

5. Decision Rule:

6. Decision:

What I Have Learned

In this module, you will acquire information and skills about Hypothesis Testing that is
applicable on the real-life examples and situations. You have learned the concepts and
application, also, few steps to follow in order to get the final answer that will get you through
in making conclusion.

You also learned about several components, definitions and specific functions that
helped you to claim the null hypothesis that said to be true, otherwise accept the alternative
hypothesis for failing to reject 𝑯𝑶 .

What I Can Do
ACTIVITY KNOWLEDGE PRESENTATION
Directions: Briefly answer the questions below.

You have learned the concept of Hypothesis Testing through our discussions and some
parts of the module. Now, show your knowledge by answering the questions below.

1. What does the Hypothesis Testing would tell us?

2. Does hypothesis testing require a normal distribution?
3. What does the 𝑍 – test tell us?
4. Why is it important to understand the procedures working on the Hypothesis testing and
its application?

10
 Assessment
Directions: Read carefully every statement given and choose the letter that corresponds to
your answer.

1. If the assumed hypothesis is tested for rejection considering it to be true it is called ____.
a. Null Hypothesis b. Statistical Hypothesis
c. Simple Hypothesis d. Composite Hypothesis

2. A statement whose validity is tested on the basis of a sample is called _______.

a. Null Hypothesis b. Statistical Hypothesis
c. Simple Hypothesis d. Composite Hypothesis

3. A hypothesis which defines the population distribution is called________.

a. Null Hypothesis b. Statistical Hypothesis
c. Simple Hypothesis d. Composite Hypothesis

4. If the null hypothesis is false then which of the following is accepted?

a. Null Hypothesis b. Positive Hypothesis
c. Negative Hypothesis d. Alternative Hypothesis

5. The rejection probability of Null Hypothesis when it is true is called ________.

a. Level of Confidence b. Level of Significant
c. Level of Margin d. Level of Rejection

6. The point where the Null Hypothesis gets rejected is called ______.
a. Significant Value b. Rejection Value
c. Acceptance Value d. Critical Value

7. If the critical region is evenly distributed then the test is referred ______.
a. Two tailed b. One tailed
c. Three tailed d. Zero Tailed
8. The type of test is defined by which of the following?
a. Null Hypothesis b. Simple Hypothesis
c. Alternative Hypothesis d. Composite Hypothesis

9. Which of the following is defined as the rule or formula to test a Null Hypothesis?
a. Test Statistic b. Population statistic
c. Variance statistic d. Null statistic

10. Type 1 error occurs when _________.

a. We reject 𝐻𝑂 if it is True b. We reject 𝐻𝑂 if it is False
c. We accept 𝐻𝑂 if it is True d. We accept 𝐻𝑂 if it is False

11
 Additional Activities
ACTIVITY BRAIN PROVOKER
Directions: Study the problem and perform hypothesis testing. Use 𝑝 – value to make the
decision.

The purpose of a study by Carlo was to investigate the oral status of a group of patients
diagnosed with thalassemia major. One of the outcome measures was the decayed, missing
filled teeth index (DMFT). In a sample of 18 patients, the mean DMFT index value was 10.3
with standard deviation of 7.3. Is this a sufficient evidence to allow us to conclude that the
mean DFMT index is greater than 9 in a population of similar subjects? Let 𝛼 = 0.1

1. Data:

2. Assumption:

3. Hypothesis:

4. Test Statistics:

5. Decision Rule:

6. Decision:

NOTE: Take the 𝒑 – value = 0.22.

12
 13
Assessment:
1. A 2. B 3. C 4. D 5. B
6. D 7. A 8. C 9. A 10. A
What I Can Do:
1. To determine whether there’s enough statistical evidence in favor of a certain
belief, or hypothesis, about the parameter.
2. The normal test will work if the data come from a simple, random simple and the
population is approximately normally distributed.
3. A Z-test is any statistical test for which the distribution of the test statistic under the
null hypothesis can be approximated by a normal distribution.
4. To evaluate two mutually exclusive statements about a population is to determine
which statement is best supported by the sample data.
What’s More:
𝑯𝑶 : µ = 500g 1. Data: n=76, 75, s= 14.6, µ = 70.7
𝑯𝟏 : µ ≠ 500𝑔 2. Assumption: Population is normal with s= 14.6
3. Hypothesis: 𝑯𝑶 : µ ≥ 75, 𝑯𝟏 : µ < 75
4. Test Statistics: Z= -2.57
5. Decision Rule: Reject 𝑯𝑶 if Z < - 𝑍1−0.01 , where 𝑍0.99 = 2.33
6. Decision: Failed to reject 𝑯𝑶 , Hence we conclude that the mean function score for
a population of similar women subjects with sever hip pain is less than 75.
What’s New:
Z= -1.51 or 93.45%
100% - 93.45% = 6.75 or about 0.07
What’s In:
𝟏. 𝑯𝑶 : µ ≥ 6 2. 𝑯𝑶 : µ = 62
𝑯𝟏 : µ < 𝟔 𝑯𝟏 : µ ≠ 62
What I Know:
1. B 2. A 3. A 4. A 5. B
Answer Key
 hypothesis, the result is statistically not-significant.
6. Decision: P-value is greater than the alpha (p > 0.1), then we fail to reject the null
𝑍0.9 = 0.82
5. Decision Rule: Reject 𝑯𝑶 if Z < - 𝑍1−0.1 , where
4. Test Statistics: Z= 0.755
3. Hypothesis: 𝑯𝑶 : µ = 9, 𝑯𝟏 : µ > 9
2. Assumption: Population is normal with s= 7.3
1. Data: n=18, s= 7.3, µ = 9, x-bar = 10.3
Additional Activities:

References:
Websites:

https://www.pitt.edu/~super1/ResearchMethods/Arabic/HypothesisTestingpart1.pdf

https://www.khanacademy.org/math/ap-statistics/tests-significance-ap/idea-significance-
tests/v/examples-of-null-and-alternative-hypotheses

https://courses.lumenlearning.com/wmopen-concepts-statistics/chapter/hypothesis-test-fora-
population-mean-1-of-5/

https://www.statisticshowto.com/probability-and-statistics/normal-distributions/central-limit-
theroem-definition-examples/

14
 I AM A FILIPINO
by Carlos P. Romulo
I am a Filipino – inheritor of a glorious past, hostage to the
uncertain future. As such, I must prove equal to a two-fold
task – the task of meeting my responsibility to the past, and
the task of performing my obligation to the future.
I am sprung from a hardy race – child many generations
removed of ancient Malayan pioneers. Across the centuries,
the memory comes rushing back to me: of brown-skinned
men putting out to sea in ships that were as frail as their
hearts were stout. Over the sea I see them come, borne upon
the billowing wave and the whistling wind, carried upon the
mighty swell of hope – hope in the free abundance of the
new land that was to be their home and their children’s
forever.
This is the land they sought and found. Every inch of shore
that their eyes first set upon, every hill and mountain that
beckoned to them with a green and purple invitation, every
mile of rolling plain that their view encompassed, every
river and lake that promised a plentiful living and the
fruitfulness of commerce, is a hollowed spot to me.
By the strength of their hearts and hands, by every right of
law, human and divine, this land and all the appurtenances
thereof – the black and fertile soil, the seas and lakes and
rivers teeming with fish, the forests with their inexhaustible
wealth in wild and timber, the mountains with their bowels
swollen with minerals – the whole of this rich and happy
land has been for centuries without number, the land of my
fathers. This land I received in trust from them, and in trust
will pass it to my children, and so on until the world is no
more.
I am a Filipino. In my blood runs the immortal seed of
heroes – seed that flowered down the centuries in deeds of
courage and defiance. In my veins yet pulses the same hot
blood that sent Lapulapu to battle against the alien foe, that
drove Diego Silang and Dagohoy into rebellion against the
foreign oppressor.
That seed is immortal. It is the self-same seed that flowered
in the heart of Jose Rizal that morning in Bagumbayan
when a volley of shots put an end to all that was mortal of
him and made his spirit deathless forever; the same that
flowered in the hearts of Bonifacio in Balintawak, of
Gregorio del Pilar at Tirad Pass, of Antonio Luna at
Calumpit, that bloomed in flowers of frustration in the sad
heart of Emilio Aguinaldo at Palanan, and yet burst forth
royally again in the proud heart of Manuel L. Quezon when
he stood at last on the threshold of ancient Malacanang
Palace, in the symbolic act of possession and racial
vindication. The seed I bear within me is an immortal seed.
15
It is the mark of my manhood, the symbol of my dignity as
a human being. Like the seeds that were once buried in the
tomb of Tutankhamen many thousands of years ago, it
shall grow and flower and bear fruit again. It is the insigne
of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
I am a Filipino, child of the marriage of the East and the
West. The East, with its languor and mysticism, its
passivity and endurance, was my mother, and my sire was
the West that came thundering across the seas with the
Cross and Sword and the Machine. I am of the East, an
eager participant in its struggles for liberation from the
imperialist yoke. But I know also that the East must awake
from its centuried sleep, shake off the lethargy that has
bound its limbs, and start moving where destiny awaits.
For I, too, am of the West, and the vigorous peoples of the
West have destroyed forever the peace and quiet that once
were ours. I can no longer live, a being apart from those
whose world now trembles to the roar of bomb and cannon
shot. For no man and no nation is an island, but a part of
the main, and there is no longer any East and West – only
individuals and nations making those momentous choices
that are the hinges upon which history revolves. At the
vanguard of progress in this part of the world I stand – a
forlorn figure in the eyes of some, but not one defeated
and lost. For through the thick, interlacing branches of
habit and custom above me I have seen the light of the
sun, and I know that it is good. I have seen the light of
justice and equality and freedom, my heart has been lifted
by the vision of democracy, and I shall not rest until my
land and my people shall have been blessed by these,
beyond the power of any man or nation to subvert or
destroy.
I am a Filipino, and this is my inheritance. What pledge
shall I give that I may prove worthy of my inheritance? I
shall give the pledge that has come ringing down the
corridors of the centuries, and it shall be compounded of
the joyous cries of my Malayan forebears when first they
saw the contours of this land loom before their eyes, of the
battle cries that have resounded in every field of combat
from Mactan to Tirad Pass, of the voices of my people
when they sing:
“I am a Filipino born to freedom, and I shall not rest until
freedom shall have been added unto my inheritance—for
myself and my children and my children’s children—
forever.”