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 3:

REJECTION REGION IN HYPOTHESIS
TESTING

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Mathematics – Grade 11
Alternative Delivery Mode
Quarter 4 - Module 3: Rejection Region in Hypothesis Testing
First Edition, 2020
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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Haima A. Mohammad
Editors: Mercedita B. Tarog
Dickenson L. Canizares
Illustrator: Edward S. Duarte
Layout Artist: Paul Bryan Q. Fabella
Reviewers: EPS, Mathematics Vilma A. Brown, Ed. D.
SHS Master Teacher Enrico P. Minao
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EPS LRMS Aida F. Coyme, Ed. D.

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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

The module follows a step-by–step approach to computational statistics

supported by examples and exercises. It covers the key concepts of hypothesis
Testing.

After going through the module, you are expected to identify the appropriate
rejection region for a given level of significance 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. (M11SP-IVc1)

2
 What I Know
Directions: Choose the letter that corresponds to your answer. Write your answer
on a separate sheet.

1. Which of the following is a Null Hypothesis test formula?

A. Test statistic C. Variance statistic
B. Population statistic D. Null statistic

2. If the hypothesis contains the greater than symbol (>) the rejection region is
______.
A. Left-tailed B. Right-tailed C. Center -tailed D. Cross-tailed

3. If the hypothesis contains the less than symbol (<) the rejection region is ____.
A. Center tailed B. Right tailed C. Left tailed D. Cross tailed

4. What is the main purpose of hypothesis testing?

A. Test how far the mean of a sample is from zero.
B. Determine whether a statistical result is significant.
C. Determine the appropriate value of the significance level.
D. Derive the standard error of the data.

5. What do you call a population for testing purposes?

A. Statistic C. Hypothesis
B. Level of Significance D. Test-Statistic

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 LESSON REJECTION REGION IN
1 HYPOTHESIS TESTING

What’s In

In the previous module we identify the appropriate form of the statistic used
when the population variance is assumed to be known, unknown and the central limit
theorem to be used. Remember the z-test can be used when n ≥ 30, or when the
population is normally distributed, and s is known. While t-test is used when the
population is normally or approximately normally distributed, and s is unknown. The
degree of freedom is d.f. = n – 1.

What’s New

Now let’s identify the rejection region when the population variance is Known,
Unknown and the Central Limit Theorem is to be used. But before that, let’s
familiarize important terms as we go on with our discussion. Are you ready? Let’s
enjoy learning!

What is It

Significance level (α)-- is denoted by α and is the probability of rejecting the null
hypothesis if it is true.

The Critical or Rejection Region (RR)– is a set of values of the test statistic for
which the null hypothesis is rejected in a hypothesis test.

Acceptance Region (AR) – is noncritical region.

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o If the Z value falls in the middle region, then the null cannot be rejected. If it
falls outside of a shaded area, then the null hypothesis is rejected. That's why,
as you can see figure below the shaded portion is called the rejection region.

a. Two–sided Test (Two Tailed Test) – is a statistical hypothesis test in which

the values for which we can reject the null hypothesis, are located in both
tails of the probability distribution.
REJECTION REGIONS

ACCEPTANCE
REGION

CRITICAL VALUES
b. One-Sided Test – is a statistical hypothesis test in which the values for
which we can reject the null hypothesis are located entirely in one tail of
the probability distribution.

c. For a left-tailed test - the rejection region lies under the left tail.

d. For a right-tailed test - the rejection region lies under the right tail

Left-Tailed (less than<) Right – Tailed (greater than>)

REJECTION REGION REJECTION REGION

ACCEPTANCE ACCEPTANCE
REGION REGION

- CRITICAL VALUE + CRITICAL VALUE

Level of Significance

Test Type 0.10 0.05 0.025 0.01

One-tailed-Test +1.28 +1.645 +1.96 +2.33
Two-tailed-Test +1.645 +1.96 +2.33 +2.58

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 What’s More
Directions: Identify the Rejection Region or Critical Region.

PROBLEM 1. The population variance is assumed to be known.

A cellular phone manufacturer says that its newly released phone has a
battery that enables the user to use the phone for 78 hours. A sample of 50 mobile
phones was checked by a customer group and these turned out to have an average
of 74.3 hours with a standard deviation of 6.7 hours. If a significance level of 0.10 is
acceptable, is there ample evidence to prove that the true mean period of continued
cellphone usage is actually less than 78 hours without recharging?

PROBLEM 2. The population variance is assumed to be unknown.

A cellular phone manufacturer says that its newly released phone has a
battery that enables the user to use the phone for 68 hours. A sample of 25 mobile
phones was checked by a customer group and these turned out to have an average
of 67.4 hours with a standard deviation of 3.2 hours. If a significance level of 0.10 is
acceptable, is there ample evidence to prove that the true mean period of continued
mobile phone usage is actually less than 68 hours without recharging?

What I Have Learned

REMEMBER!
• The rejection region (RR) specifies the values of the test statistic for which the
null hypothesis is rejected in favor of the alternative hypothesis.

• If the computed value of the test statistic falls in RR, we reject the null hypothesis
(Ho) and accept the alternative hypothesis (H1).

• If the value of the test statistic does not fall into the rejection (critical) region, we
accept Ho. The region, other than the rejection region, is the acceptance region.

• Typical values for α are 0.01, 0.05 and 0.1. It is a value that we select based on
the certainty we need. In most cases, the choice of α is determined by the context
we are operating in, but 0.05 is the most commonly used value.

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 What I Can Do
A. Directions: Briefly answer the Self – Assessment Questions (SAQ) below.

SAQ 1: When do we accept Null Hypothesis?

SAQ 2: When do we reject Null Hypothesis?

B. Directions: Identify the Rejection Region.

PROBLEM 1. Professor Balenciaga has reported her students’ grades for several
semesters and the average for all the grades of these students is 83. Her new class
of 28 students seem to be higher than the average of ability and she wants to
demonstrate that the current class is superior to the previous classes according to
their average." Is there sufficient evidence for the class average of 86.2 and the
standard deviation of 12 present to support her argument that the current class is
superior? Using the 0.05 significance level.

PROBLEM 2. Professor Balenciaga has reported her students’ grades for several
semesters and the average for all the grades of these students is 83. Her new class
of 30 students seem to be higher than the average of ability and she wants to
demonstrate that the current class is superior to the previous classes according to
their average." Is there sufficient evidence for the class average of 86.2 and the
standard deviation of 12 present to support her argument that the current class is
superior? Using the 0.05 significance level.

Assessment
Directions: Choose the letter that corresponds to your answer. Write your answer
on a separate sheet.

1. Null hypothesis is rejected as direct evidence that the alternative hypothesis is

___.
a. True b. False c. Either d. Neither

2. One or two tailed tests will determine ________.

a. that hypothesis has one or two conclusion.
b. the two values of the sample need to be rejected.
c. the rejection region is located in one or two tails of the distribution.
d. the rejection region is located in one tails of distribution.

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3. The probability of rejecting the null hypothesis when it is true.
a. Level of confidence c. Power of the test
b. Level of significance d. Acceptance

4. Which of the following describes the separating point between the region and the
null hypothesis is rejected and the region where it is not rejected?
a. Critical value c. Acceptance region
b. Critical region d. Significant region

5. What type of test statistic is used if the critical region is located equally in both
sides of the sampling distribution?
a. Two tailed b. One tailed c. Right tailed d. Left tailed

6. The Critical region is also called _______.

b. Acceptance region c. Confidence region
c. Rejection region d. Statistical region

7. The significance level is the risk of ______________.

a. Rejecting Ho when Ho is correct c. Rejecting H1 when H1 is correct
b. Rejecting Ho when H1 is correct d. Accepting Ho when Ho is correct

8. When is student’s t-test is applicable?

a. If n ≤ 30 and σ is known c. If n =3 0 and σ is known
b. If n > 30 and σ is unknown d. All of the above

𝑥−𝜇
9. What is the degree of freedom of the t test-statistic 𝑡 = 𝜎 √𝑛 ?
a. N b. n – 1 c. n – 2 d. n1 + n2 – 2

10. Which test statistic is utilized to test the hypothesis about population mean when
σ is known?
a. t-test b. Z-test c. 𝑥 2 -test d. F-test

Additional Activities
Directions: Identify the following items below in the normal curve.

1. Rejection Region
2. Acceptance Region
3. Right tailed Test
4. Left tailed Test
5. Two tailed Test

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 9
Assessment:
1.C 2.C 3.B 4. A 5.A 6. B 7. A 8.A 9. B 10. B
What’s More: Example 1
Use z distribution table to find the critical value.
RR
Acceptance
region
-3.90 -1.28 0
Example 2 CV
Use t distribution table to find the critical value.
Df = n-1
Df = 25-1
Df = 24
CV = t
(df,α)
CV = -1.32
RR
Acceptance
Region
CV -1.32 -.937 0
The computed value of z = 0.937 is at the acceptance region.
What I Know:
1.A 2.B 3. C 4. C 5.C
Answer Key
References
n.d. 10.1-Z-Test: When Population Variance is Known. Accessed December 10,
2020. https://online.stat.psu.edu/stat1415/lesson/10/10.1.

n.d. 10.2- T-Test: When Population Variance is Unknown. Accessed December 10,
2020. https://online.stat.psu.edu/stat1415/lesson/10/10.2.

Angeles, Ma. Felisa D., Yolanda P. Evangelista, Salvacion Z. Beligan, Perpetua M.

Luluquisin, and Rolliver M. Baciles. 2005. Simplified Approach to Statistics.
Valenzuela City: Mutya Publishing House, Inc.

Belecina, Rene R., Elisa S. Baccay, and Efren B. Mateo. 2016. Statistics and
Probability. 1st. Sampaloc, Manila: REX Bookstore, Inc. (RSBI).

Bluman, Allan G. 2012. Elementary Statistics, a Step by Step Approach. 8th. New
York City, New York: McGraw-Hill Publishing.

n.d. Critical Value and Rejection Region. Accessed December 8, 2020.

https://www.chegg.com/learn/statistics/introduction-to-statistics/critical-value-and-
rejection-region.

10
 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.
11
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.”