11 SENIOR HIGH SCHOOL

STATISTICS
AND PROBABILITY
Quarter 4 – Module 4
Null and Alternative Hypotheses,
Test Statistic and Rejection Region

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Statistics and Probability – Grade 11
Alternative Delivery Mode
Quarter 4 – Module 4: Null and Alternative Hypotheses, Test Statistic and Rejection
Region

Second Edition, 2021

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Published by the Department of Education

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

Development Team of the Module

Writer: Didith T. Yap
Editor: Mercyditha D. Enolpe
Reviewer: Rickleoben V. Bayking
Layout Artist: Jerry Mar B. Vadil
Management Team: Senen Priscillo P. Paulin, CESO V Elisa L. Baguio, EdD
Joelyza M. Arcilla, EdD, CESE Rosela R. Abiera
Marcelo K. Palispis, JD, EdD Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
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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 need to 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. And 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.

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 Formulating the Appropriate Null and
Lesson 1 Alternative Hypotheses on a Population
Proportion

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning resource while being an
active learner.
The module is intended for you to formulate the appropriate null and
alternative hypothesis on a population proportion, identify the appropriate form
of the test statistic when the Central Limit Theorem is to be used, and identify the
appropriate rejection region for a given level of significance when the Central
Limit Theorem is to be used.

The problem that challenged researchers is not so much the approximation of a

population parameter, but rather the development of a data - based decision procedure that can
yield a decision about some scientific system. For instance, the BFAD must decide whether a
new flu vaccine is “effective” or “ineffective”. In this case the BFAD infer something about
the system. In addition, it must include the practice of experimental data and decision making
that is based on the data. Formally, the inferences can be put in the form of statistical
hypothesis. Procedures that lead to the acceptance or rejection of statistical hypotheses such as
these include a major role of statistical inference.

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Pre-Assessment
Determine whether the statement is True or False by checking the appropriate box. If false,
modify the statement to make it true.

Statements True False

1. The area under the normal curve is 1.

2. The areas under the curve are considered probability values.

3. The z-distribution applies to small sample cases

4. The notations µ and σ are sample values

5. When the alternative hypothesis utilizes the > or the < symbol, the test is
said to be non-directional
6. Percentages can be expressed as proportions

7. If n = 35, the t-test applies

8. When the p-value is less than or equal to the significance level, the null
hypothesis is accepted.
9. A p-value less than 0.05 (typically ≤ 0.05) is statistically significant.
10. When a p-value is less than 0.05, it means that there is less than 5%
probability the null is correct, thus rejecting the null hypothesis

’s In

Review: Steps of hypothesis testing procedure:

1. Formulate the null and alternative hypotheses.
This procedure always starts with giving the two mutually comprehensive hypotheses: the
null hypothesis, denoted by Ho, and the alternative hypothesis, denoted by Ha.
2. Identify the test statistic to use. With the given level of significance and the distribution of
the test statistics, state the decision rule and specify the rejection region.
After establishing the null and alternative hypotheses, the next step is to choose the level of
significance, denoted by α. To understand the notion of level of significance, a researcher may
commit two possible errors in testing hypothesis. If the researcher rejects the null hypothesis,
given that it is true, then he or she committed a Type I error. On the other hand, if the researcher
does not reject the null hypothesis, given that it is false, then he or she committed a Type II

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error. The following table below summarizes the decisions the researcher could make and the
possible consequences.

Null Hypothesis Do not reject Ho Reject Ho

Ho is true Correct decision Type I error

Ho is false Type II error Correct decision

3. Using a simple random sample of observation, compute for the value of the test statistic.
A test statistic is a value, determined from sample information, used to determine
whether to reject the null hypothesis. Considering the tossing of a coin problem, in testing
for the “fairness” of the coin, the appropriate test statistic is the number of heads occurred
in n tosses, say n = 100. We can also use the ratio between the number of heads occurred
and the total number of tosses.

4. Make a decision whether to reject or fail to reject (accept) Ho.

A decision rule is a statement of the specific conditions under which the null hypothesis
is rejected and the conditions under which it is not rejected. The region or area of rejection
defined the location of all those values that are so large or so small that the probability of
their occurrence under true null hypothesis is rather remote.
5. State the conclusion.
The fifth and final step is computing the value of the test statistic, check whether its
value is inside the rejection region, and making a decision to reject or not reject the null
hypothesis.
Note: The focus of this topic is to discuss steps 1&2 of the hypothesis testing procedure.

’s New

Activity 1

The principal of an elementary school believes that this year, there would
be more students from the school who would pass the National Achievement Test
(NAT), so that the proportion of students who passed the NAT is greater than the
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proportion obtained in previous year, which is 0.75. What will be the appropriate
null and alternative hypotheses to test this belief?
Note: Second to Fifth steps of hypothesis testing procedure will be discussed in
the next lesson.

Is It

In the problem stated above, the parameter of interest is the proportion of

students at the school who passed the NAT this year. In symbol, this parameter is
denoted as P. As applied to the problem, the appropriate null and alternative
hypotheses are:

Ho: The proportion of students of the school who passed the NAT this year is
equal to 0.75. In symbols, Ho: P = 0.75.
Ha: The proportion of students at the school who passed the NAT this year is
greater than 0.75. In symbols, Ho: P > 0.75.

Note:
• A statistical hypothesis is a statement about a parameter and deals with
evaluating the value of the parameter.
• The null and alternative hypotheses should be complementary and non-
overlapping.
• Generally, the null hypothesis is a statement of equality or includes the equality
condition as in the case of ‘at least’ (greater than or equal) or ‘at most’ (less than
or equal).

Test concerning proportions

In the previous section, population mean is the primary concern. It was
made sure that the given population mean is no longer true based on a certain test
like the z-test or the t-test. In this section, checking of the population proportion
is the main concern, if it still holds true or no longer true. For instance, we may
check that the percentage of females in the province is still significantly greater
than 50%. Since sample proportions are normally distributed, a given random
sample proportion from a population can be standardized. Hence, if 𝑃̂ is a
random sample proportion, then it can be transformed into a z-score using the
formula:
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 Test statistic z for proportions
𝑝̂−𝑝0
𝑍𝐶 =
𝑝0 (1−𝑝0)
√
𝑛
𝑥
Where: 𝑝̂ = 𝑛 (sample proportion)
x = the number of successes
n = the sample size
P0 = given population proportion

In general,
• For a one-tailed test:
H 0 : p = po

Ha: p > po and the rejection region is z > + z0

Or (Ha: p < p0) and the rejection region is z < - z0

• For a two-tailed test:

H 0: p = p 0
Ha: p ≠ p0

The rejection region is z < -zα/2 or z > zα/2

Sometimes, the sample proportion 𝑝̂ is given directly such as “60% of the

respondents” which may be written as 𝑝̂ = 0.60. when we have to calculate 𝑝̂ , as
in “70 out of 100 respondents were interviewed,” we use the computing formula
𝑋 𝑋 70
𝑝̂ = 𝑛. Thus, 𝑝̂ = 𝑛 = 100 = .70. The critical values of z are found in the Table of
Areas under the normal curve by using the same procedures as presented in the
previous topic.

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 ’s More

Independent Activity 1
Previous evidence show that majority of the students are happy and
contented with the university’s policies. This year, a random sample of 100
students was drawn. They were asked if they were happy and contented with the
university’s policies. Out of 100 students, 65 said so. Formulate the appropriate
null and alternative hypotheses to test this claim.

Answer:
Ho: At most, half of the student population are happy and contended with the
university’s policies. In symbols, P ≤ 0.50 while

Ha: Majority of the student population are happy and contended with the
university’s policies. In symbols, P > 0.50

Independent Assessment 1
Suppose that the average passing percentage in the College of Nursing in
the last 10 years in board exams is 97% and this school year there were 300
students who took the exam and the passing percentage is 98% since 294 passed.
What would be the null and alternative hypotheses?

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 Test-Statistic and Rejection Region for a
Lesson 2 given Level of Significance when the
Central Limit Theorem is to be use

’s New

Defective Bulbs
Mr. Sy asserts that fewer than 5% of the bulbs that he sells are defective. Suppose 300
bulbs are randomly selected, each are tested and 10 defective bulbs are found. Does this provide
sufficient evidence for Mr. Sy to conclude that the fraction of defective bulbs is less than 0.05?
Use α = 0.01.

Answers:
Formulate the null hypothesis and the alternative hypothesis
H0: p = p0
H0: p = 0.05 null hypothesis
Ha: p < 0.05 alternative hypothesis
Checking the assumptions
• Is the sample size large enough for the Central Limit Theorem (CLT) to apply?
When n = 300, the Central Limit Theorem applies
Choose a significance level size for α (alpha). Make α small when the consequences of rejecting
a true H0 is severe.
α = 0.01
Select the appropriate test statistic.
The test statistic to be used is

𝑝̂−𝑝0
𝑍𝐶 = 𝑝 (1−𝑝0 )
√ 0
𝑛

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 Is It

With the assumption of large sample to be able to invoke the Central Limit Theorem, the
appropriate test statistic, denoted as 𝑍𝐶 is computed as
𝑝̂ − 𝑝0
𝑍𝐶 =
√𝑝0 (1 − 𝑝0 )
𝑛

P-values in Hypothesis Test

The p-value is the probability that the test statistic will take on a value that is at least as
extreme as the observed value of the statistic when the null hypothesis is assumed to be true.
Thus, a p value conveys much information about the weight of evidence against Ho and so a
decision maker can draw a conclusion at any specified level of significance. Formally, we
define the p-value as the smallest level of significance that would lead to the rejection of the
null hypothesis given the observed data.

One-Tailed and Two-Tailed Test

In hypothesis testing, the set of all values of test statistic is divided into
two regions, the rejection and acceptance region. If the value of the test statistic
falls in the rejection region, then we reject the null hypothesis. Otherwise, we do
not reject it. If the region rejections are located at the tails of the distribution of
the test statistic, then we have a two-tailed test.

Figure 1. Two-tailed test

Ha: p ≠ 𝑝𝑜

Otherwise, we have a one-tailed test. The figure below depicts two one- tailed
tests using statistic.

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 Figure 2. One-Tailed test

Ha: 𝑝 < 𝑝𝑜
a) Left-tailed

Ha: 𝑝 > 𝑝𝑜

’s More

Independent Activity 2
It is believed that 10% of the children enrolled in the elementary schools
are left-handed. Suppose that in a random survey of the children it will turn out
that 141 out of 800 are left-handed, would you still believe that 10% of the
children are left-handed? Use 0.05 level of significance.
Formulate the appropriate null and alternative hypotheses.
Answer: Ho: p = 0.10
Ha: p ≠ 0.10 (since we want to check whether the actual is different
from the prevailing belief)
Test Statistic to use
𝑝
̂ − 𝑝0
𝑍𝐶 =
√𝑝0 (1 − 𝑝0 )
𝑛

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Critical Region: z > 1.96 or z < -1.96 (since this is two-tailed test)

The next steps will be provided in the next lesson (steps 3-5)
Activity 3
Carry out a test of hypothesis to draw conclusions in relation to each of the
following problems:
Previous evidences show that majority of the students are happy and
contented with the university’s policies. This year, a random sample of 100
students was drawn. They were asked if they were happy and contented with the
university’s policies. Out of 100 students, 65 said so. What conclusions could be
made at 10% level of significance?

Step 1: Formulate the appropriate null and alternative hypotheses.

Answer:
Step 2: Identify the test statistic to use. With the given level of significance and
the distribution of the test statistics, state the decision rule and specify the rejection
region.
Answer:
Having the variable of interest defined as the number of happy and contented
students with the university policies out of n students, the appropriate
test statistic is
𝑝̂ − 𝑝0
𝑍𝐶 =
√𝑝0 (1 − 𝑝0 )
𝑛
With 10% level of significance, the decision rule is “Reject the null hypothesis
(Ho) if Z C > Z0.10 = 1.28. Otherwise, we fail to reject Ho.” The rejection region is
found on the right tail of the standard normal distribution as shown below:

Step 3,4, and 5 will be discussed by the next lesson.

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 I Have Learned

To summarize the lessons learned, refer to the following table:

Make some changes if ever there are errors found.
Null Alternative Assumptions Appropriate Decision Rule and Rejection
Hypothesis Hypothesis Test Statistic Region
(Ho) (Ha)
Variable of 𝑍𝐶 Reject Ho if |𝑍𝐶 | > 𝑍𝛼/2 .
interest 𝑝̂ − 𝑝0 Otherwise, we fail to reject
follows the =
Ho.
P = 𝑃0 P ≠ 𝑃0 binomial √𝑝0 (1 − 𝑝0 )
𝑛
distribution
with n and P
as parameters

Variable of 𝑍𝐶 Reject Ho if 𝑍𝐶 > 𝑍𝛼

interest 𝑝̂ − 𝑝0 Otherwise, we fail to reject
follows the = Ho.
P = 𝑃0 binomial √𝑝0 (1 − 𝑝0 )
𝑛
or P > 𝑃0 distribution
P ≤ 𝑃0 with n and P
as parameters

Variable of 𝑍𝐶 Reject Ho if 𝑍𝐶 < -𝑍𝛼 .

P = 𝑃0 interest 𝑝̂ − 𝑝0 Otherwise, we fail to reject
or P < 𝑃0 follows the = Ho.
P ≥ 𝑃0 binomial √𝑝0 (1 − 𝑝0 )
𝑛
distribution
with n and P
as parameters

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 I Can Do

Independent Activity 3
Task: Supply the missing parts of the solution to the following problem.
A school administrator claims that less than 50% of the students of the school are dissatisfied
by the community cafeteria service. Test this claim by using sample data obtained from a
survey of 500 students of the school where 54% indicated their dissatisfaction of the
community cafeteria service. Use α = 0.05
STEPS SOLUTION
1. Describe the parameter of interest. The parameter of interest is the
(1)_____________.
2. Formulate the hypotheses: the null hypothesis and Ho: p = 𝑝0
the alternative hypothesis. That is, state a null
hypothesis, Ho, in such a way that a Type I error Ho: p = 0.05
can be calculated. (2) Ha: __________
3. Check the assumptions. With n = (3) ______, the Central
Is the sample size large enough for the Central Limit Theorem applies.
Limit Theorem (CLT) to apply?
4. Choose a significance level for α. Make α small α = 0.05
when the consequences of rejecting a true H0 is (4) _____________
severe.
Is the test two-tailed or one-tailed?
5. Select the appropriate test statistic (5) ____

MULTIPLE CHOICE:
Direction: Read and analyze each statement carefully. Write your answer in your activity
sheet/notebook.

1. In hypothesis testing, this denotes that there is no difference between two parameters.
A. Alternative hypothesis C. Population mean
B. Population proportion D. Null hypothesis

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2. The rejection region refers to the region where the value of the test statistic lies for
which we will reject the null hypothesis. This region is also called
A. Hypothesis testing region C. Z – score region
B. Critical region D. Probability region
3. This refers to an intelligent guess about a population proportion.
A. Hypothesis B. Test-statistic C. Decision D. Interpretation
4. What mathematical model is appropriate for decision making?
A. Graphical representation B. Normal Curve C. test-statistic D. None of these
5. For a z-test of proportions, which of the following is the rejection region for a two-
tailed test?
A. z > 𝑧𝑎 or z > -𝑧𝑎 C. z < 𝑧𝑎 or z > -𝑧𝑎
B. z > -𝑧𝑎/2 or z > 𝑧𝑎/2 D. z < -𝑧𝑎/2 or z > 𝑧𝑎/2
6. For a z-test of proportions, which of the following is the rejection region for a one-
tailed test?
A. z > 𝑧𝑎 or z < -𝑧𝑎 B C. z > 𝑧𝑎 or z > -𝑧𝑎
B. z < 𝑧𝑎 or z > -𝑧𝑎 D.. z > -𝑧𝑎/2 or z > 𝑧𝑎/2
7. For the 95% confidence level, what is the value for 𝛼?
A. α = .01 B. α = .05 C. α = .10 D. α = .025
8. When the null hypothesis is rejected, which of the following is true?
A. There is sufficient evidence to back up the decision.
B. There is no sufficient evidence to back up the decision.
C. The conclusion is guaranteed.
D. The conclusion is not guaranteed.
9. When the alternative hypothesis utilizes the ≠ symbol, the test is said to be
A. Directional B. Non-directional C. critical D. not equal
10. When the alternative hypothesis utilizes the > or the < symbol, the test is said to be
A. Directional B. Non-directional C. critical D. not equal

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 14
NegOr_Q4_Stat_and_Prob11_Module4_v2
Pretest
1. T
2. T
3. F, large
4. F, population
5. F, directional
6. T
7. F, z test
8. F, rejected
9. T
10. T
What’s More
Independent Assessment 1
Null hypothesis, 𝐻0 ; p = 0.97
Alternative Hypothesis, 𝐻𝑎 > 0.97
What I can Do
Independent Activity 3
1. population proportion p of dissatisfied students.
2. 𝐻𝑎 : p < 0.05
3. 500
4. One-tailed
5. Z-test statistic
Assessment
1. D
2. B
3. A
4. B
5. D
6. A
7. B
8. C
9. B
10. A
 References
Books

Millard R. Mamhot, et al. n.d. "Statistics and Probability”. Unlimited Books Library Services
& Publishing Inc.
Rene Belecina, et al. n.d. "Z-Distribution." In Statistics and Probability, by Rene Belecina. Rex
Bookstore.
Zita VJ Albacea, et al. 2016 "Test on Population Proportion", 374-387. Teaching Guide for
Senior High School, Statistics and probability Core Subjects, by Commission on Higher
Education.
Websites
Cagadas, Romela P. studocu.com. 2020. https://www.studocu.com/ph/document/south-
philippine-adventist-college/auditing/sp-m4-test-of-hypothesis/17840525 (accessed
December 8, 2021).
Judgesalamander253. coursehero.com. n.d.
https://www.coursehero.com/file/104569793/Module-25-Test-on-Population-
Meandocx/ (accessed December 5, 2021).
Lorzano, Alayka Mae. scribd.com. September 1, 2021.
https://www.scribd.com/document/522593183/Module-25-Test-on-Population-Mean
(accessed December 5, 2022).
Ramon, Mario M. scribd.com. July 20, 2009. https://www.scribd.com/doc/16607370/Chapter-
2-Hypothesis-Testing (accessed December 5, 2021).
sheenagomez63. coursehero.com. n.d. https://www.coursehero.com/file/p73heqdd/t-test-for-
the-population-mean-and-the-rejection-region-is-illustrated-as/ (accessed December 4,
2021).
2020. www.slideshare.net.>jurdumango/>statistics-hypothesis. 3Sep10. Accessed March
2021

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For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net