Statistics and Probability 2nd sem, SY 2021-2022

LAS 9: Hypothesis Testing with One Sample

Learning Activity Sheet 9 Gil S. Dael

LEARNING COMPETENCIES
1. illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; (d) rejection region;
and (e) types of errors in hypothesis testing. (M11/12SP-IVa-1)
2. identifies the parameter to be tested given a reallife problem. (M11/12SP-IVa-3)
3. formulates the appropriate null and alternative hypotheses on a population mean. (M11/12SP-IVb-1)
4. 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)
5. 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. (M11/12SP-
IVc-1)
6. computes for the test-statistic value (population mean) ( M11/12SP-IVd-1)
7. draws conclusion about the population mean based on the test-statistic value and the rejection region.
(M11/12SP-IVd-2)
8. solves problems involving test of hypothesis on the population mean. (M11/12SP-IVe-1)
9. formulates the appropriate null and alternative hypotheses on a population proportion. (M11/12SP-
IVe-2)
10. identifies the appropriate form of the test-statistic when the Central Limit Theorem is to be used.
(M11/12SP-IVe-3)

9.1 Introduction to Hypothesis Testing

9.1.1 Hypothesis Test

A hypothesis test is a process that uses sample statistics to test a claim about the value of a population
parameter.
A statement about a population parameter is called a statistical hypothesis. To test a population pa-
rameter, you should carefully state a pair of hypotheses - one that represents the claim and the other, its
complement. When one of these hypotheses is false, the other must be true. Either hypothesis - the null
hypothesis or the alternative hypothesis - may represent the original claim.
Definition 9.1 1. A null hypothesis, H0 , is a statistical hypothesis that contains a statement of equality,
such as ≤, =, or ≥.
2. The alternative hypothesis, Ha , is the complement of the null hypothesis. It is a statement that must
6 , or <.
be true if H0 is false and it contains a statement of strict inequality, such as >, =
H0 is read as “H sub-zero” or “H naught” and Ha is read as “H sub-a” .

9-1
9-2 Lecture 9: Hypothesis Testing with One Sample

If the claim value is k and the population parameter is µ then some possible pairs of null and alternative
hypotheses are
Possible pair 1:
H0 : µ ≤ k
Ha : µ > k
Possible pair 2:
H0 : µ ≥ k
Ha : µ < k
Possible pair 3:
H0 : µ = k
Ha : µ 6= k
Example 9.2 Write the claim as a mathematical sentence. State the null and alternative hypotheses, and
identify which represents the claim.
1. A school publicizes that the proportion of its students who are involved in at least one extracurricular
activity is 61%.
2. A study on fishers’ fish catch in Philippine provinces, the study claimed that the mean fish catch in
municipal waters in an hour is less than 1.87 kilos.
3. A company advertises that the mean life of its product is more than 3 years.
Solution:
1. The claim “the proportion . . . is 61%” can be written as p = 0.61. Its complement is p 6= 0.61. Because
p = 0.61 contains the statement of equality, it becomes the null hypothesis. In this case, the null
hypothesis represents the claim.

H0 : p = 0.61 (Claim)
Ha : p 6= 0.61

2. The claim “the mean . . . is less than 1.87 kilos” can be written as µ < 1.87. Its complement is µ ≥ 1.87.
Because µ ≥ 1.87 contains the statement of equality, it becomes the null hypothesis. In this case, the
alternative hypothesis represents the claim.

H0 : µ ≥ 1.87
Ha : µ < 1.87 (Claim)

3. The claim “the mean . . . is more than 3 years” can be written as µ > 3. Its complement is µ ≤ 3.
Because µ ≤ 3 contains the statement of equality, it becomes the null hypothesis. In this case, the
alternative hypothesis represents the claim.

H0 : µ ≤ 3
Ha : µ > 3 (Claim)
Lecture 9: Hypothesis Testing with One Sample 9-3

9.1.2 Problem Set 9.1

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
I. Write the claim as a mathematical sentence. State the null and alternative hypotheses, and identify
which represents the claim.
1. A company reports that the mean life of a certain type of automobile battery is not 74 months.
2. The university testing coordinator reported that the variance of the test scores of all its entrance
exam takers for this school year is less than or equal to 53 points.
3. The barangay captain of Barangay Bulahan reported that the proportion of parents with school
children in the barangay favoring modular learning is more than 78%.

9.1.3 Types of Errors and Level of Significance

No matter which hypothesis represents the claim, you always begin a hypothesis test by assuming that
the equality condition in the null hypothesis is true. So, when you perform a hypothesis test, you make one
of two decisions:
1. reject the null hypothesis or
2. fail to reject the null hypothesis.
Because your decision is based on a sample rather than the entire population, there is always the possibility
you will make the wrong decision.
Remember, the only way to be absolutely certain of whether H0 is true or false is to test the entire
population. Because your decision - to reject H0 - is based on a sample, you must accept the fact that your
decision might be incorrect. You might reject a null hypothesis when it is actually true. Or, you might fail
to reject a null hypothesis when it is actually false.
Definition 9.3 1. A type I error occurs if the null hypothesis is rejected when it is true.
2. A type II error occurs if the null hypothesis is not rejected when it is false.

Example 9.4 The USDA limit for salmonella contamination for chicken is 20%. A meat inspector reports
that the chicken produced by a company exceeds the USDA limit. You perform a hypothesis test to determine
whether the meat inspectors claim is true. When will a type I or type II error occur? Which is more serious?
Solution: Let p represent the proportion of the chicken that is contaminated. The meat inspectors claim
is “more than 20% is contaminated.” You can write the null and alternative hypotheses as follows.

H0 : p ≤ 0.2 The proportion is less than or equal to 20%.

Ha : p > 0.2 (Claim) The proportion is greater than 20%.
9-4 Lecture 9: Hypothesis Testing with One Sample

A type I error will occur if the actual proportion of contaminated chicken is less than or equal to 0.2, but
you reject H0 . Type II error will occur if the actual proportion of contaminated chicken is greater than
0.2, but you do not reject H0 . With a type I error, you might create a health scare and hurt the sales of
chicken producers who were actually meeting the USDA limits. With a type II error, you could be allowing
chicken that exceeded the USDA contamination limit to be sold to consumers. A type II error is more serious
because it could result in sickness or even death.

9.1.4 Problem Set 9.2

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
1. A company specializing in parachute assembly states that its main parachute failure rate is not
more than 1%. You perform a hypothesis test to determine whether the companys claim is false. When will
a type I or type II error occur? Which is more serious?
Definition 9.5 In a hypothesis test, the level of significance is your maximum allowable probability of
making a type I error. It is denoted by α, lowercase Greek letter alpha.
The probability of a type II error is denoted by β, the lowercase Greek letter beta.
The following table shows the relationships between population parameters and their corresponding test
statistics and standardized test statistics.
Population parameter Test statistic Standardized test statistic
x−µ
µ x z= √ , if n ≥ 30, use σ ≈ s
σ/ n
x−µ
t = √ , if n < 30
s/ n
pb − p
p pb z=p
pq/n
(n − 1)s2
σ2 s2 χ2 =
σ2
Definition 9.6 1. If the alternative hypothesis Ha contains the less-than inequality symbol (<), the
hypothesis test is a left-tailed test.
2. If the alternative hypothesis Ha contains the greater-than inequality symbol (>), the hypothesis test
is a right-tailed test.
3. If the alternative hypothesis Ha contains the not-equal-to symbol (6=), the hypothesis test is a two-
tailed test.
Example 9.7 For each claim, state H0 and Ha in words and in symbols. Then determine whether the
hypothesis test is a left-tailed test, right-tailed test, or two-tailed test.
1. A school publicizes that the proportion of its students who are involved in at least one extracurricular
activity is 61%.
2. A car dealership announces that the mean time for an oil change is less than 15 minutes.
3. A company advertises that the mean life of its furnaces is more than 18 years.
Solution:
1.
Lecture 9: Hypothesis Testing with One Sample 9-5

In Symbols In Words
H0 : p = 0.61 The proportion of students who are involved in at least one extracurricular activity is 61%.
Ha : p 6= 0.61 The proportion of students who are involved in at least one extracurricular activity is not 61%.

Because Ha contains the 6= symbol, the test is a two-tailed hypothesis test.

2.
In Symbols In Words
H0 : µ ≥ 15 min The mean time for an oil change is greater than or equal to 15 minutes.
Ha : µ < 15 min The mean time for an oil change is less than 15 minutes.

Because Ha contains the < symbol, the test is a left-tailed hypothesis test.
3.
In Symbols In Words
H0 : µ ≤ 18 yr The mean life of the furnaces is less than or equal to 18 years.
Ha : µ > 18 yr TThe mean life of the furnaces is more than 18 years.

Because Ha contains the > symbol, the test is a right-tailed hypothesis test.

9.1.5 Problem Set 9.3

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
I. For each claim, state H0 and Ha in words and in symbols. Then determine whether the hypothesis
test is a left-tailed test, right-tailed test, or two-tailed test.
1. A consumer analyst reports that the mean life of a certain type of automobile battery is not 74 months.
2. An electronics manufacturer publishes that the variance of the life of its home theater systems is less
than or equal to 2.7.
3. A realtor publicizes that the proportion of homeowners who feel their house is too small for their family
is more than 24%.

9.2 Hypothesis Testing for the Mean (Large Samples)

Definition 9.8 A rejection region (or critical region) of the sampling distribution is the range of values for
which the null hypothesis is not probable. If a test statistic falls in this region, the null hypothesis is rejected.
A critical value z0 separates the rejection region from the nonrejection region.
Guidelines in Finding Critical Values in a Normal Distribution
1. Specify the level of significance α.
2. Decide whether the test is left-tailed, right-tailed, or two-tailed.
3. Find the critical value(s) z0 . If the hypothesis test is
a. left-tailed, find the z-score that corresponds to an area of α.
9-6 Lecture 9: Hypothesis Testing with One Sample

b. right-tailed, find the z-score that corresponds to an area of 1 − α.

1 1
α and 1 − α.
c. two-tailed, find the z-scores that correspond to
2 2
4. Sketch the standard normal distribution. Draw a vertical line at each critical value and shade the
rejection region(s).
If you cannot find the exact area in Standard Normal Table, use the area that is closest. When the area is
exactly midway between two areas in the table, use the z-score midway between the corresponding z-scores.
Example 9.9 Find the critical value and rejection region for a left-tailed test with α = 0.01.
Solution: The graph below shows a standard normal curve with a shaded area of 0.01 in the left tail.
In the Standard Normal Table, the z−score that is closest to an area of 0.01 is −2.33. So, the critical value
is z0 = −2.33. The rejection region is to the left of this critical value.

Example 9.10 Find the critical values and rejection regions for a two-tailed test with α = 0.05.
1
Solution: The graph shows a standard normal curve with shaded areas of α = 0.025 in each tail. The
2
1 1
area to the left of −z0 is α = 0.025, and the area to the left of z0 is 1 − α = 0.975. In the Standard
2 2
Normal Table, the z-scores that correspond to the areas 0.025 and 0.975 are −1.96 and 1.96, respectively.
So, the critical values are −z0 = −1.96 and z0 = 1.96. The rejection regions are to the left −1.96 and to the
right of 1.96.

If α = 0.10, the following are the critical values

Tail z
Left −1.28
Right 1.28
Two ±1.645
If α = 0.05, the following are the critical values
Lecture 9: Hypothesis Testing with One Sample 9-7

Tail z
Left −1.645
Right 1.645
Two ±1.96
If α = 0.01, the following are the critical values
Tail z
Left −2.33
Right 2.33
Two ±2.575

9.2.1 Problem Set 9.4

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General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
1. Find the critical value and rejection region for a right-tailed test with α = 0.05.
2. Find the critical value and rejection region for a left-tailed test with α = 0.03.
3. Find the critical values and rejection regions for a two-tailed test with α = 0.02.

9.2.2 Using Rejection Regions for a z−test

Decision Rule Based on Rejection Region

To use a rejection region to conduct a hypothesis test, calculate the standardized test statistic z. If the
standardized test statistic
1. is in the rejection region, then reject H0 .
2. is not in the rejection region, then fail to reject H0 .
Critical Region
1. For the left-tailed test, the rejection region is z < z0 .
2. For the right-tailed test, the rejection region is z > z0 .
3. For a two-tailed test, the rejection regions are z < −z0 and z > z0 .
Failing to reject the null hypothesis does not mean that you have accepted the null hypothesis as true.
It simply means that there is not enough evidence to reject the null hypothesis.
Guidelines in Using Rejection Regions for a z−test for a Mean µ
1. State H0 and Ha .
2. Identify α.
3. Use the Standard Normal Table to determine the critical value(s).
4. Determine the rejection region(s).
9-8 Lecture 9: Hypothesis Testing with One Sample

5. Find the standardized test statistic and sketch the sampling distribution. Recall that
x−µ
z= √
σ/ n

or if n ≥ 30, use σ ≈ s.
6. If z is in the rejection region, reject H0 . Otherwise, fail to reject H0 .
7. Interpret the decision in the context of the original claim.
Example 9.11 According to NSCB statistic the life expectancy of Filipino women is 70.1 years. Suppose
that a random sample of 30 women in Town B, yields the following data below. Would you say that the life
expectancy of the women in Town B is greater than the national average? Use a 0.05 level of significance.

Solution: Step 1. Null hypothesis: H0 : µ ≤ 70.1 years

Alternative hypothesis: Ha : µ > 70.1 years (Claim)
Step 2: Level of significance α = 0.05
Step 3: The test is right-tailed and with α = 0.05, the critical value is z0 = 1.645.
Step 4: The critical region is z > 1.645.
Step 5: Since n ≥ 30, the standardized test statistic to be used is:
x−µ
z= √
σ/ n
.
Note that the mean age of women in Town B is 72.5 and the standard deviation is 4.76 years. Because
n ≥ 30, we have σ ≈ s,

x−µ
z= √
σ/ n
72.5 − 70.1
=  
4.76
√
30
2.4
≈ 
4.76
5.48
2.4
≈
0.869
≈ 2.76

Since 2.76 is greater than 1.96, then we reject the null hypothesis.
Step 6: There is enough evidence at the 5% level of significance to support the claim that the mean life
expectancy in Town B is greater than 70.1 years.
Lecture 9: Hypothesis Testing with One Sample 9-9

Example 9.12 The hemoglobin levels of children below 6 years old in a place where there is high level of
lead tend to be high also. In a certain city, a test was conducted to 50 children selected at random and it
was found out the average hemoglobin level of the 50 children is 11.1 g/100 ml and its standard deviation,
s = 5.01g/100 ml. If the tolerable level is 10.6 g/100 ml is there a reason to believe that the hemoglobin of
the children in this city is different from the normal level? Test at α = 0.05.
Solution: Step 1. H0 : µ = 10.6
Ha : µ 6= 10.6 years (Claim)
Step 2: Level of significance α = 0.05
Step 3: The test is two-tailed and with α = 0.05, the critical values are −z0 = −1.96 and z0 = 1.96.
Step 4: The critical regions are z < −1.96 and z > 1.96.
Step 5: Since n ≥ 30, the standardized test statistic to be used is:
x−µ
z= √
σ/ n
.
With x = 11.1, n = 50 and σ ≈ s = 5.01,

x−µ
z= √
σ/ n
11.1 − 10.6
=  
5.01
√
50
≈ 0.706

Since 0.706 did not fall on the critical region, then we fail to reject the null hypothesis.
Step 6: There is not enough evidence at the 5% level of significance to support the claim that the
hemoglobin level of children below six years old in this city is different from 10.6 g/100 ml.
9-10 Lecture 9: Hypothesis Testing with One Sample

9.2.3 Problem Set 9.5

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
1. According to research, when people smoke, the nicotine they absorb is converted to cotinine,
which can be measured. A sample of 40 smokers has a mean cotinine level of 172.5 with a standard deviation
of 119. Use 0.05 level of significance to test whether this level is significantly below 200.

9.3 Hypothesis Testing for the Mean (Small Samples)

9.3.1 Critical Values in a t−Distribution

Guidelines in Finding Critical Values in a t−Distribution

1. Identify the level of significance α.
2. Identify the degrees of freedom d.f. = n − 1.
3. Find the critical value(s) using the t−distribution table in the row with n − 1 degrees of freedom. If
the hypothesis test is
a. left-tailed, use the “One Tail, α” column with a negative sign.
b. right-tailed, use the “One Tail, α” column with a positive sign.
c. two-tailed, use the “Two Tails, α” column with a negative and a positive sign.
Example 9.13 Find the critical value t0 for a left tailed test with α = 0.05 and n = 21.
Solution: The degrees of freedom are
d.f. = n − 1 = 21 − 1 = 20.
Use the t−distribution table with df = 20 and α = 0.05 in the “One Tail, α” column to find the critical
value. Because the test is a left-tailed test, the critical value is negative. So,
t0 = −1.725.
Example 9.14 Find the critical value t0 for a right-tailed test with α = 0.01 and n = 17.
Solution: The degrees of freedom are
d.f = n − 1 = 17 − 1 = 16.
To find the critical value, use the t−distribution table with d.f.=16 and α = 0.01 in the “One Tail, α”
column. Because the test is right-tailed, the critical value is positive. So, t0 = 2.583.
Example 9.15 Find the critical values −t0 and t0 for a two-tailed test with α = 0.10 and n = 26.
Solution: The degrees of freedom are
d.f = n − 1 = 26 − 1 = 25.
To find the critical value, use the t−distribution table with d.f.=25 and α = 0.10 in the “Two Tails, α”
column. Because the test is two-tailed, one critical value is negative and one is positive. So, −t0 = −.708
and t0 = 1.708.
Lecture 9: Hypothesis Testing with One Sample 9-11

9.3.2 Problem Set 9.6

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
1. Find the critical value t0 for a left-tailed test with α = 0.01 and n = 14.
2. Find the critical value t0 for a right-tailed test with α = 0.10 and n = 9.
3. Find the critical values −t0 and t0 for a two-tailed test with α = 0.05 and n = 16.

9.3.3 The t−test for a Mean µ (n < 30, σ Unknown)

Definition 9.16 The t−test for a mean is a statistical test for a population mean. The t−test can be used
when the population is normal or nearly normal, σ is unknown, and n < 30. The test statistic is the sample
mean x and the standardized test statistic is
x−µ
t= √ .
s/ n

The degrees of freedom are d.f. = n − 1.

Guideline in using the t−Test for a Mean µ (Small Sample)
1. State H0 and Ha .
2. Identify α.
3. Identify the degrees of freedom
d.f. = n − 1

4. Determine the critical value(s) using the t−distribution table.

5. Determine the rejection region(s).
6. Find the standardized test statistic and sketch the sampling distribution. The standardized test statis-
tic is
x−µ
t= √ .
s/ n

7. If t is in the rejection region, reject H0 . Otherwise, fail to reject H0 .

8. Interpret the decision in the context of the original claim.
Example 9.17 Medical literature tells us that our blood is mainly composed of red and white corpuscles
and a normal human body must average 7250/mm3 of white blood cell counts. If a sample of 15 individuals
chosen at random from a certain place has an average of 4850/mm3 with a standard deviation of 2500/mm3 ,
would you say that the people in that place have low white blood cell counts? Test at 5% level of significance.
Solution: Step 1: H0 : µ ≥ 7250
Ha : µ < 7250 (Claim)
Step 2: α = 0.05
Step 3: d.f. = n − 1 = 15 − 1 = 14
9-12 Lecture 9: Hypothesis Testing with One Sample

Step 4: This is a left-tailed test so t0 = −1.761

Step 5: The rejection region is t < −1.761
Step 6: With x = 4850, s = 2500 and n = 15, the test statistic is
x−µ
t= √
s/ n
4850 − 7250
=
2500
√
15
≈ −3.718

Step 7: Since −3.718 < −1.761, then we reject H0 .

Step 8: There is enough evidence at the 5% level of significance to support the claim that the people in
that place have lower level of white blood cell counts.

9.3.4 Problem Set 9.7

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
1. As indicated in laboratory forms, there is a certain level for which a person must observe for his/her
serum cholesterol level otherwise if it exceeds such a value, he/she is likely to develop coronary heart
disease. Suppose that the level is pegged at 220 mg/100 ml, and data from 10 middle-aged people from
a certain place show the following serum cholesterol levels:

Would you say that the people in that place are prone to develop coronary heart disease? Use 0.05
level of significance.

9.4 Hypothesis Test for Proportions

Definition 9.18 The z−test for a proportion is a statistical test for a population proportion p. The z−test
can be usde when a binomial distribution is given such that np ≥ 5 and nq > 5. The test statistic is the
Lecture 9: Hypothesis Testing with One Sample 9-13

sample proportion and the standardized test statistic is

pb − µpb pb − p
z= =p
σpb pq/n

(Recall: q = 1 − p)

Guidelines in Using a z−Test for a Proportion p

Verify that np ≥ 5 and nq ≥ 5.
1. State H0 and Ha .
2. Identify α.
3. Determine the critical value(s) using the Standard Normal Table.
4. Determine the rejection region(s).
5. Find the standardized test statistic and sketch the sampling distribution. The standardized test statis-
tic is
pb − p
z=p
pq/n

6. If z is in the rejection region, reject H0 . Otherwise, fail to reject H0 .

7. Interpret the decision in the context of the original claim.
Example 9.19 Suppose that a random survey taken from a certain province revealed that out of 10,425
respondents, 5,432 are females. Is there a reason to believe that the percentage of females in that province
is more than 50%? Conduct a test on proportion at 5% level of significance.
Solution: We first verify that np ≥ 5 and nq ≥ 5. We have n = 0.50 and q = 1 − p = 1 − 0.50 = 0.50.
And so,
np = 10, 425(0.50) = 5212.5
and
nq = 10, 425(0.50) = 5212.5.
Since np ≥ 5 and nq ≥ 5, then a z−test can be used.
Step 1: H0 : p ≤ 0.50
Ha : p > 0.50 (Claim)
Step 2: α = 0.05
Step 3: (Right-tailed test) z0 = 1.645
Step 4: Rejection Region: z > 1.645
5432
Step 5: With, pb = = 0.5211, p = 0.50, q = 1 − 0.50 = 0.50 and n = 10425, the test statistic is
10425
pb − p
z=p
pq/n
0.5211 − 0.50
= r
(0.5)(0.5)
10425
≈ 4.31
9-14 Lecture 9: Hypothesis Testing with One Sample

Step 6: Since 4.31 > 1.645, we reject the null hypothesis.

Step 7: There is enough evidence at the 5% level of significance to support the claim that the percentage
of females in this province is significantly greater than 50%.

9.4.1 Problem Set 9.8

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
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 percent-
age is 98% since 294 passed. Does this mean that the present crop of nursing of graduates is superior
compared to previous batches? (Use 0.05 level of significance).
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.

9.4.2 Performance Task 9.9

Name: Section: Contact No. & FB account: Date: Submitted:

General Directions. As much as possible, show complete solution for full credit. Indicate your
solutions and answers on a piece of short bond paper.
1. In this activity, you are to predict that outcome of coin flips before they happen. Count the number
of flips you correctly predicted in 100 flips (Provide a list). Note that a person who guesses randomly
will predict about half of coin flips correctly. Do the result of this test indicate that you do better than
random guessing? Use α = 0.05. (Note that p is the proportion of correct coin flips prediction you
made).

9.4.3 References
Anticamara. J. & Go, K. T. B. (2016). Spatio-temporal Declines in Philippine fisheries and its implications to
coastal municipal fishers’ catch and income. Front. Mar. Sci.
Larson, R. & Farber, B. (2012). Elementary statistics: picturing the world. Pearson Education, Inc.
Malate, J. S. (2018). Statistics & probability for senior high school. Vicarish Publications and Trading, Inc.
Mamhot, M. & Mamhot A. (2016). Statistics and probability. Unlimited Books Library Services & Publishing,
Inc.
Triola, M. F. (11th ed.). Elementary statiscs. Addison-Wesley.
Williams, T. A., Sweeney, D. J., & Anderson, D. R. (2010). Modern business statistics. Cengage Learning.