Identifying the Rejection

Region
Learner's Module in Statistics and
Probability
Quarter 4 ● Module 3 ● Week 3

FLORENCE D. PALASI
Developer

Department of Education • Cordillera Administrative Region

NAME: ________________________ GRADE AND SECTION ________________

TEACHER: ____________________ SCORE _____________________________
 Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
SCHOOLS DIVISION OF BAGUIO CITY
No. 82 Military Cut-off, Baguio City

Published by:
DepEd Schools Division of Baguio City
Curriculum Implementation Division
Learning Resource Management and Development System

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2021

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 What I Need to Know

Welcome to this module on IDENTIFYING THE REJECTION REGION!

This module is intended to help you, learners, understand and master identifying the
rejection region. It is designed to equip you with essential knowledge about the said
topic and skills on identifying the appropriate rejection region for a given level of
significance.

HOW TO USE THIS MODULE

This module contains several lessons. To make the most out of it, you need to do
the following:

1. Scan the list of Learning Objectives to get an idea of the knowledge and skills
you are expected to gain and develop as you study the module. These
outcomes are based on the content standards, performance standards, and
learning competencies of the K to 12 Curriculum Statistics and Probability.

2. Take the What I Know. Your score will determine your knowledge of the
lessons in the module. If you get 100% of the items correctly, you may
proceed to the next module. Otherwise, you must go through the lessons.

3. Each Lesson aims to develop one of the learning objectives set for the
module. It starts with an activity that will help you understand the lesson and
meet the required competencies.

4. Take your time in reading this module. Write down points for clarification. You
may discuss these points with your teacher.

5. Perform all activities and answer all worksheets. The activities and
assessments are designed to enhance your understanding on identifying the
appropriate rejection region. The activities will also give you an idea how well
you understand the lessons. Review the lessons if necessary, until you have
achieved a satisfactory level of understanding.

6. At the end of the module, take the Post-Assessment to evaluate your overall
understanding about the lessons.

Learning Objectives
At the end of the module, you should be able to:
1. determine the critical values;
2. identify the critical region when the population variance is known;
3. identify the critical region when the population is known; and
4. identify the critical region when the Central Limit Theorem is to be used.

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 What I Know
Before the lesson proper, you are asked to answer this pre-test. This will serve as an
assessment of what you already know. Read and understand each item then write the letter
of your answer before the number.

1. What is the test statistic to be used when the population variance is assumed to be
known?
A. – test C. two-tailed test
B. – test D. one-tailed test

2. Which of the following test statistics should be used when the population variance is
assumed to be unknown?
A. – test C. two-tailed test
B. – test D. one-tailed test

3. What is the rejection region if the level of significance is 5%, left-tailed test will be
used, , and the population variance is unknown?
A. below C. below
B. above D. above

4. Which of the following is the rejection region if the level of significance is 5%, right-
tailed test will be utilized, and the population variance is unknown?
A. below C. below
B. above D. above

5. Which of the following is the rejection region if the level of significance is 5%, right-
tailed test will be used, and the population variance is known?
A. below C. below
B. above D. above

6. What is the rejection region given the following: left-tailed test, the population
variance is known, 1% level of significance?
A. above C. below and above
B. below D. below and above

7. Which of the following is the rejection region if the level of significance is 5%, left-
tailed test will be utilized, and the population variance is known?
A. below C. below
B. above D. above

8. Given the following conditions: two-tailed test, the population variance is known, and
1% level of significance. What is the rejection region?
A. above C. below and above
B. below D. below and above

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 9. Given the following conditions: two-tailed test, the population variance is unknown,
, and 1% level of significance. Which of the following is the rejection region?
A. above C. below and above
B. below D. below and above

10. Which of these is the rejection region given the following: right-tailed test, the
population variance is unknown, 0.5% level of significance, and ?
A. below and above C. below
B. below and above D. above

For items 11-15, refer to the given problem below.

A teacher from Palasi Senior High School claimed that the average number of
students who prefer to drink water after eating lunch is 25. A student can’t believe her
teacher’s claim that is why he took 20 students from different sections to test the claim at
1% level of significance.

11. What is the test statistic to be used?

A. – test C. right-tailed test
B. – test D. left-tailed test

12. What is the level of significance?

A. C.
B. D.

13. Which of the following is TRUE?

A. The mean is unknown.
B. The population variance is known.
C. The population variance is unknown.
D. The population mean and variance are unknown.

14. What is/are the critical value/s?

A. C.
B. D.

15. What is/are the rejection region/s?

A. below C. below and above
B. above D. below and above

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 What’s In

Let us recall topics that you discussed in the previous modules through this activity.
These topics will be useful in this module.

TRUE or FALSE. Write the word TRUE if the statement is correct and FALSE if
wrong. Write your answer on your answer sheet.

1. Null hypothesis is a statement saying that there is no significant difference between

population parameter and the value that is being claimed.
2. Alternative hypothesis is a statement saying that there is significant difference
between population parameter and the value that is being claimed.
3. The test statistic to be used when the population variance is known is -test.
4. -test is used when the population variance is unknown.
5. Central Limit Theorem is applied even if the population variance is unknown as long
as the sample is equal or greater than .

What’s New

To have an idea on the things to consider in identifying the rejection region, read the
story below.

Miss Nine is a highly educated 30-year-old woman. When she reached 30 years of
age, she planned to at least have a boyfriend before she turns 31. With that, she decided to
consider things before she will say “yes” to one of her suitors. The first thing she wants to
consider is the status of the man. If she finds out that the man is married, she is going to
reject the offer. If she finds out that the man is a certified single, she has to check if the age
of the man is equal to or greater than 30 because she doesn’t like to have a boyfriend who
is younger than her. She strongly believes that most men are 3 years younger than women
when it comes to maturity. Aside from the age, she has other things to consider like family
background, religion, and working status.

Women consider a lot of things before they decide if they will reject or not to reject
the offer of a suitor. It varies from women to women depends on what they believe. As for
Miss Nine, she has her own stand.

In identifying the rejection region in hypothesis testing, there are things to be

considered just like how Miss Nine consider things in identifying the suitor whom she will
give her “yes”. In identifying a rejection region, you have to determine the critical value/s.
The direction and the level of significance must be considered also. If the population
variance is unknown, the additional thing to be considered is degrees of freedom.

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 What Is It

Identifying the appropriate rejection region is very important in hypothesis testing. To

understand rejection region and how to identify rejection region, study the lessons below.

Rejection region is the area in the sampling distribution of the test statistic which is
usually located on the extreme tail/s of the distribution. If one-tailed test is used, the
rejection region is located on only one tail of the distribution, either to the left tail or to the
right tail of the distribution. This means you will focus on one direction only. For right-tailed
test, the rejection region is located on the right of the distribution. For left-tailed test, the
rejection region is located on the left of the distribution. If the two-tailed test will be used,
the rejection regions are located on both tails of the distribution. This implies that you will
focus on two directions.

It has an area equivalent to , called the level of significance.

Lesson 1: Identifying the Appropriate Rejection Region for a Given Level of

Significance When the Population Variance is Assumed to be
Known

It was mentioned in your previous module that when a population variance is known,
you are going to use the -test as test statistic. The examples below show the steps in
identifying the appropriate rejection region when the population variance is known.

Example 1: Given: level of significance, one-tailed test,

a. Convert the level of significance to decimal.

Get four decimal places since the values from the normal curve table consist of four
decimal places.

b. Compute the level of confidence.

It was discussed in the previous module that the formula for level of confidence is
.

c. Subtract from the level of confidence.

Since one-tailed test will be used, subtract from We are going to
subtract because the normal curve table presented the area of half curve.

d. Find the corresponding – value.

The corresponding – value of using the normal curve table is for
left-tailed test and for right-tailed test.

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 Table 1: Table of Areas under the Normal Curve
(Cumulative Distribution Function )

For easier way of identifying the rejection region, you may use the table below. You
just have to consider the confidence level then the direction. If you are interested in one
direction, you use the one-tailed test. If you are interested in two directions, you use the
two-tailed. In this situation, the given is one-tailed test. This means that we will be focusing
on one direction only. Based on the table, the – value if 99% confidence level and left-
tailed test is . for right tailed-test.

Table 2: Significance Level with the Corresponding – values

Confidence Significance One-tailed
Level Two-tailed
Level Left-tailed Right-tailed

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 e. Identify the rejection region.
The rejection region is below for left-tailed test. For right-tailed test, it is
above . In the illustration below, the shaded region is the rejection region.

Figure 1: Left-tailed at 1% Level of Significance

Figure 2: Right-tailed at 1% Level of Significance

Example 2: Given: level of significance, one-tailed test,

a. Convert the level of significance to decimal.

b. Compute the level of confidence.

a. Subtract from the level of confidence.

c. Find the corresponding – value (see Table 1 or Table 2).

The corresponding – value of using the normal curve table is for
left-tailed test and for right-tailed test.

d. Identify the rejection region.

The rejection region is below for left-tailed test. For the right-tailed test, it
is above .

Figure 3: Left-tailed at 10% Level of Significance

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 Figure 4: Right-tailed at 10% Level of Significance

Example 3: Given: level of significance, two-tailed test,

a. Convert the level of significance to decimal.

b. Compute the level of confidence.

c. Divide the confidence level by .

Since the given is two-tailed test, we will divide the level of confidence by 2. That is,

d. Find the corresponding – value (see Table 1 or Table 2).

In the normal curve table, is close to two values which are that
corresponds to and that corresponds to . In this case, we
get the average of the – values. Thus, the – values are .

e. Identify the rejection regions.

The rejection regions for a 1% level of significance are above and below
. The illustration below shows that the rejection regions are located on
both tails of the distribution.

Figure 5: Two-tailed at 1% Level of Significance

Example 4: Given: level of significance, two-tailed test,

a. Convert the level of significance to decimal.

b. Compute the level of confidence.

c. Since two-tailed test will be applied, divide by .

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 d. Find the corresponding – value (see Table 1 or Table 2).

e. Identify the rejection regions.

The rejection regions for a 5% level of significance are below and above

Figure 6: Two-tailed at 5% Level of Significance

Example 5: It was claimed that the average annual expense spent on photocopies by the
senior high school students from Baguio City is with a standard deviation of
A researcher wants to test this claim at level of significance. Identify the
rejection region.

a. Identify the given.

1% level of significance

b. Formulate the null and alternative hypotheses.

:
:

c. Determine the test statistic to be used.

Since the population variance is known, then -test is the test statistic. Based on the
null hypothesis above, two-tailed test will be utilized.

d. Convert the level of significance to decimal.

e. Compute the level of confidence.

f. Divide the level of confidence by .

g. Find the corresponding – value (see Table 1 or Table 2).

In the normal curve table, is close to two values which are that
corresponds to and that corresponds to . In this case, we
get the average of the – values. Thus, the – values are .

h. Identify the rejection regions.

The rejection regions are above and below .

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 Figure 7: Two-tailed at 1% Level of Significance

Lesson 2: Identifying the Appropriate Rejection Region for a Given Level of

Significance When the Population Variance is Assumed to be
Unknown

It was mentioned in your previous module that when a population variance is known,
you are going to use the -test as test statistic. Also, the critical values depend on the
degrees of freedom. The examples below show the steps in identifying the appropriate
rejection region when the population variance is unknown.

Example 1: Given: The level of significance is , one-tailed test

a. Identify the degrees of freedom.

We discussed in module 8 during the third quarter that the formula for degrees of
freedom is . Therefore, the degrees of freedom is .

b. Convert the level of significance to decimal.

c. Compute the level of confidence.

d. Determine the critical value using the – table.

Based on the table presented below (Table 3), the critical value is

Table 3: The -table

One-tailed Test
Sample Degrees of Level of Confidence
Size Freedom
Two-tailed Test
Level of Confidence

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 One-tailed Test
Sample Degrees of Level of Confidence
Size Freedom
Two-tailed Test
Level of Confidence

e. Identify the rejection region.

The rejection region is below for left-tailed test. For the right-tailed test,
the rejection region is above .

Figure 8: Left-tailed at 2.5% Level of Significance and

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 Figure 9: Right-tailed at 2.5% Level of Significance and

Example 2: Given: The level of significance is 0.5%, , one-tailed test

a. Identify the degrees of freedom.

The degrees of freedom is .

b. Convert the level of significance to decimal.

c. Compute the level of confidence.

d. Determine the critical value (see Table 3).

The critical value is .

e. Identify the rejection region.

The rejection region is below for left-tailed test. For the right-tailed test,
the rejection region is above .

Figure 10: Left-tailed at 0.5% Level of Significance and

Figure 11: Right-tailed at 0.5% Level of Significance and

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Example 3: Given: The level of significance is 1%, , two-tailed test

a. Identify the degrees of freedom.

The degrees of freedom is .

b. Convert the level of significance to decimal.

c. Compute the level of confidence.

d. Determine the critical values (see Table 3).

The critical values are .

e. Identify the rejection regions.

The rejection regions are below and above .

Figure 12. Two-tailed at 1% Level of Significance and

Example 4: Given: , the level of significance is two-tailed test

a. Identify the degrees of freedom.

The degrees of freedom is .

b. Convert the level of significance to decimal.

c. Compute the level of confidence.

d. Determine the critical values (see Table 3).

The critical values are .

e. Identify the rejection regions.

The rejection regions are below and above .

Figure 13: Two-tailed at 10% Level of Significance and

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Example 5: There was a report that the average volume of gasoline sold by passenger cars
at a gasoline station is lesser than gallons. A researcher wants to test the claim at
level of significance by taking 18 sample passenger cars. Identify the rejection region.

a. Identify the given.

level of significance
gallons

b. Formulate the null and alternative hypotheses.

: gallons
: gallons

c. Determine the test statistic to be used.

Since the population variance is unknown, then -test is the test statistic. Based on
the null hypothesis above, one-tailed test will be used. Specifically, left-tailed test
because of the symbol or the word “lesser than”.

d. Convert the level of significance to decimal.

e. Compute the level of confidence.

f. Identify the degrees of freedom.

The degrees of freedom is .

g. Determine the critical values (see Table 3).

The critical value is . The sign is because we used left-tailed test.

h. Identify the rejection region.

The rejection region is below .

Figure 14: Left-tailed at 5% Level of Significance and

Lesson 3: Identifying the Appropriate Rejection Region for a Given Level of

Significance When the Central Limit Theorem is to be Used

In your previous module, it was discussed that the Central Limit Theorem states that
if you have a population with mean μ and standard deviation σ and take sufficiently large
random samples from the population with replacement, then the distribution of the sample

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means will be approximately normally distributed. This will hold true regardless of whether
the source population is normal or skewed, provided the sample size is sufficiently large
(usually ).

Example 1: Given: , the level of significance is one-tailed test

Since is greater than , then the Central Limit Theorem is to be used. In this case, we
are going to use the – test as test statistic.

a. Convert the level of significance to decimal.

b. Compute the level of confidence.

It was discussed in the previous module that the formula for level of confidence is
.

c. Subtract from the level of confidence.

–

d. Find the corresponding – value (see Table 1 or Table 2).

In the normal curve table, is close to two values which are that
corresponds to and that corresponds to . In this case, we
get the average of the – values. Thus, the – values are .

e. Identify the rejection region.

The rejection region is below for left-tailed test. For right-tailed test, it is
above .

Figure 15: Left-tailed at 5% Level of Significance

Figure 16: Right-tailed at 5% Level of Significance

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Example 2: Given: , the level of significance is , two-tailed test
is greater than . So, – test will be utilized as test statistic.

a. Convert the level of significance to decimal.

b. Compute the level of confidence.

c. Divide the level of confidence by .

d. Find the corresponding – value (see Table 1 or Table 2).

The corresponding – value of using the normal curve table is .

e. Identify the rejection region.

The rejection regions are below and above .

Figure 17: Two-tailed at 10% Level of Significance

Example 3: There was a report that the average volume of gasoline sold by passenger cars
at a gasoline station is more than gallons with a standard deviation of gallons. A
researcher wants to test the claim at level of significance by taking sample passenger
cars. Identify the rejection region.

a. Identify the given.

level of significance
gallons
gallons

b. Formulate the null and alternative hypotheses.

: gallons
: gallons

c. Determine the test statistic to be used.

Since , then the Central Limit Theorem will be applied. Thus, -test is the test
statistic. Based on the alternative hypothesis above, one-tailed test will be used.
Specifically, right-tailed test because of the symbol or the word “more than”.

d. Convert the level of significance to decimal.

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 e. Compute the level of confidence.

f. Subtract from the level of confidence.

g. Find the corresponding – values (see Table 1 or Table 2).

h. Identify the rejection regions.

The rejection region is above .

Figure 18: Right-tailed at 5% Level of Significance

What’s More

You understood how to identify the appropriate rejection for a given level of
significance. Now, apply what you have understood by answering these activities.

ACTIVITY
Identify the rejection region. Follow the given steps in identifying the appropriate
rejection region.

1. level of significance, one-tailed test (left – tailed test),

2. , two-tailed test, level of significance
3. , two-tailed test, level of significance

ASSESSMENT
Identify the rejection region. Follow the given steps in identifying the appropriate
rejection region.

1. , one – tailed test (right – tailed test), level of significance

2. , two – tailed test, level of significance

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 What I Have Learned

Answer the questions below in 1-3 sentences only.

1. How is the appropriate rejection region identified when the level of significance is
given and the population variance is assumed to be known?

2. How is the appropriate rejection region identified when the level of significance is
given and the population variance is assumed to be known?

3. How is the appropriate rejection region identified when the level of significance is
given and the Central Limit Theorem is to be used?

What I Can Do

Read and understand the situations below then identify the rejection region. Follow
the given steps in identifying the appropriate rejection region.

1. A teacher informed the principal of Saint Palasi Senior High School that the
average grade of the students in the said school is 94 with a standard deviation
of 86. The principal is in doubt so she took 85 students to test the claim of the
teacher at 10% level of significance. Help the principal to identify the rejection
region.

2. A student of HumSS-A from Saint Palasi Senior High School reported that the
monthly average drinking water consumption of HumSS-B students in his school
is above liters. A student from HumSS-B took 20 students to test the claim at
5% level of significance. Identify the rejection region.

3. It was revealed that the average weight of students from Palasi Senior High
School is higher than 92 pounds with a standard deviation of 78 pounds. The
school nurse weighed 80 students to test the claim at 5% level of significance.
Identify the rejection region.

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 Post-Assessment

This part aims to assess what you have understood about the lesson. Read and
understand each item carefully. You are encouraged to answer honestly without any
reference. Write the letter of your answer on your answer sheet.

1. What is the test statistic to be used when the population variance is assumed to be
unknown?
A. – test C. two-tailed test
B. – test D. one-tailed test

2. Which of the following is the test statistic to be used when the population variance is
assumed to be known?
A. – test C. two-tailed test
B. – test D. one-tailed test

3. What is the rejection region if the level of significance is 5%, left-tailed test will be
used, , and the population variance is known?
A. below C. below
B. above D. above

4. Which of the following is the rejection region if the level of significance is 5%, right-
tailed test will be utilized, and the population variance is known?
A. below C. below
B. above D. above

5. Which of the following is the rejection region if the level of significance is 5%, right-
tailed test will be used, , and the population variance is unknown?
A. below C. below
B. above D. above

6. What is the rejection region given the following: right-tailed test, the population
variance is known, 1% level of significance?
A. above C. below and above
B. below D. below and above

7. Which of the following is the rejection region if the level of significance is 5%, left-
tailed test will be utilized, and the population variance is unknown?
A. below C. below
B. above D. above

8. Given the following conditions: two-tailed test, the population variance is known, and
10% level of significance. What is the rejection region?
A. above C. below and above
B. below D. below and above

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 9. Given the following conditions: two-tailed test, the population variance is known,
, and 1% level of significance. Which of the following is the rejection region?
A. above C. below and above
B. below D. below and above

10. Which of these is the rejection region given the following: left-tailed test, the
population variance is unknown, 0.5% level of significance, and ?
A. above C. below and above
B. below D. below and above

For items 11-15, refer to the given problem below.

A teacher from Palasi Senior High School claimed that the average number of
students who prefer to drink water after eating lunch is 32 with a standard deviation of 25. A
student can’t believe her teacher’s claim that is why he took 35 students from different
sections to test the claim at 5% level of significance.

11. What is the test statistic to be used?

A. – test C. right-tailed test
B. – test D. left-tailed test

12. What is the level of significance?

A. C.
B. D.

13. Which of the following is TRUE?

A. One-tailed test will be utilized.
B. The population variance is known.
C. The population variance is unknown.
D. The population mean and variance are unknown.

14. What is/are the critical value/s?

A. C.
B. D.

15. What is/are the rejection region/s?

A. below C. below and above
B. above D. below and above

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What I Know Post-Assessment
1. B 1. A
2. A 2. B
3. A 3. C
4. B 4. D
5. D 5. B
6. B 6. A
7. C 7. A
8. C 8. C
9. D 9. D
10. D 10. B
11. A 11. B
12. C 12. C
13. C 13. B
14. C 14. C
15. D 15. C
What’s In
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. TRUE
What’s More
Activity Assessment
1. below 𝑧 1. above 𝑡
2. below 𝑡 and above 𝑡 2. below 𝑧 and above 𝑧
3. below 𝑧 and above 𝑧
What I Have Learned What I Can Do
Answers may vary 1. below 𝑧 and above 𝑧
2. above 𝑡
3. above 𝑧
ANSWER KEY
 REFERENCES

Arciaga, Ronald and Magcuyao, Dan Andrew. “Statistics and Probability”. 2016.

Belecina, Rene, et. al. “Statistics and Probability”.2016.

Beligan, Salvacion, et. al. “Elementary Statistics”. 2013.

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For inquiries or feedback, please write or call:
Department of Education – Schools Division of Baguio City
No. 82 Military Cut-off Road, Baguio City
Telefax: 422-4326 / 422-7819
Email Address: depedbaguiocity@gmail.com
Social Media: facebook.com/DepEdTayoBaguioCity

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