Statistics and
Probability
Quarter 4 – Module 1:
Testing Hypothesis
Statistics and Probability – Grade 11
Alternative
Alternativ
e Delivery Mode
Quarter 4 – Module 1: Testing Hypothesis
First Edition, 2020
Republic Act 8293, Section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary:
Undersecretar
y: Diosdado M. San Antonio
Development
Developm
ent Team of the Module
Writer:
Josephine B. Ramos
Editors: Gilberto M. Delfina,
Delfina, Josephine P. De Castro, and Pelagia
Pelagia L. Manalang
Manalang
Reviewers: Josephine V. Cabulong, Nenita N. De Leon, and Tesalonica C. Abesamis
Illustrator: Jeewel C. Cabriga
Layout Artist: Edna E. Eclavea
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Coordinator
Fe M. Ong-ongowan, Regional Librarian
Aniano M. Ogayon,
Ogayon, Schools Division
Division Superintendent
Superintendent
Maylani L. Galicia, Assistant Schools Division Superintendent
Randy D. Punzalan, Assistant Schools Division Superintendent
Imelda C. Raymundo, CID Chief
Generosa F. Zubieta, EPS In-charge of LRMS
Pelagia L. Manalang, EPS
Printed in the Philippines by ________________________
________________________
Department
Departm
ent of Education – Region IV-A CALABARZON
Office Address:
Telefax:
Gate 2 Karangalan
Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
02-8682-5773/8684-4914/8647-7487
E-mail Address:
region4a@deped.gov.ph
Statistics and
Probability
Quarter 4 – Module 1:
Testing Hypothesis
Introductory
Introduct
ory Message
For the facilitator:
Welcome to the Statistics and Probability for Senior High School Alternative
Delivery Mode (ADM) Module on Testing Hypothesis!
Hypothesis!
This module was collaborative
collaboratively
ly designed,
designed, developed,
developed, and reviewed by
educators both from public and private institutions to assist you, the
teacher or the facilitator, in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore,
this also aims to help learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the
body of the module:
Notes to the Teacher
This contains helpful tips or strategies
that will help you in guiding the
learners.
As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.
ii
For the learner:
Welcome to the Statistics and Probability for Senior High School Alternative
Delivery Mode (ADM) Module on Testing Hypothesis!
Hypothesis!
The hand is one
o ne of the most symbolical parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn,
create, and accomplish. Hence, the hand in this learning resource signifies
that as a learner, you are capable and empowered to successfully achieve
the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!
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.
This module
module has the foll
following
owing parts and corresponding
corresponding ic
icons:
ons:
What I Need to
Know
What I Know
What’s In
What’s New
What Is It
What’s More
This will give
give you an idea on the skills or
competencies you are expected to learn
in the module.
This part includes an activity that aims
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
link the current lesson with the previous
one.
In this portion, the new lesson will be
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity, or a situation.
This section provides a brief discussion
of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises
comprises activities for independent
independent
practice to solidify your understanding
and skills of the topic. You may check
iii
the answers to the exercises using the
Answer Key at the end of the module.
What I Have
Learned
This includes questions or blank
sentences/paragraphs to be filled in to
process what you learned from the
lesson.
What I Can Do
This section provides an activity which
will help you transfer your new
knowledge or skill into real life
situations or concerns.
concerns.
Assessment
This is a task which aims to evaluate
your level of mastery in achieving the
learning competency.
Additional
Activities
In this portion, another activity will be
given to you to enrich your knowledge or
skill of the lesson learned. This also
aims for retention
r etention of learned concepts.
Answer
Key
This contains answers to all activities in
the module.
At the end of this module, you will also find:
This is a list of all sources used in
developing this module.
The following
following are s
some
ome reminders in usi
using
ng this module:
module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with
it.
References
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
iv
What I Need to Know
Hypothesis testing can allow us to measure data in samples to learn more
about the data in populations that are often too large or inaccessible. We
can measure a sample mean to learn more about the mean in a population.
Here, we can either accept or reject our assumption using hypothesis
testing. This ADM module in hypothesis testing will help you study the
different concepts and steps in hypothesis testing as well as its application
in real-life situations.
After going through this module, you are expected to:
1. define and illustrate the null hypothesis, alternative hypothesis, level
of significance, rejection region, and types of errors in hypothesis
testing;
2. identify the rejection and non-rejection regions and the critical values;
and
3. different
differentiate
iate Type I and Type II errors in claims and decisions.
Are you ready now to study hypothesis testing using your ADM module?
Good luck and may you find it helpful.
What I Know
Directions: Choose the best answer to the given questions or statements.
Write the letter of your answer on a separate sheet of paper.
1. It is a proposed explanation, assertion,
assertion, or assumption about a population
parameter or about the distribution of a random variable.
A. Decision
C. Probability
B. Statistics
D. Hypothesis
Hypothesis
2. What is the statistical method used in making decisions using
experimental data?
experimental
A. Simple analysis
B. Analytical testing
C. Hypothesis testing
D. Experimental testing
3. It is also the probability of committing an incorrect decision about the
null hypothesis.
1
A. Level of error
B. Level of hypothesis
C. Level of acceptanc
acceptance
e
D. Level of significance
4. Which of the following describes an alternative hypothesis using two-
tailed test?
A.  = 100
B.  ≠ 100
C.  > 100
D.  < 100
5. In a one-tailed test, in which critical value listed below will the computed
z of 2.313 fall in the acceptance region?
A. 1.383
C. 2.228
B. 1.533
D. 2.365
6. Which of the following would be an appropriate null hypothesis?
A.
B.
C.
D.
The
The
The
The
mean of
mean of
mean of
mean of
a
a
a
a
sample is e
equal
qual to 75.
population is equal to 75.
sample is not equal to 75.
population is greater than
than 75.
7. When is a Type I error committed?
A. We reject a null hypothesis that is false.
B. We reject a null hypothesis that is true.
C. We fail to reject a null hypothesis that is true.
D. We fail to reject a null hypothesis that is false.
8. When is a Type II error committed?
committed?
A. We reject a null hypothesis that is true.
B. We reject a null hypothesis that is false.
C. We fail to reject a null hypothesis that is true.
D. We fail to reject a null hypothesis that is false.
9. Which of the following is a Type I error?
C.  is true; fail to reject .
A.  is true; reject  .
B.  is false; reject  .
D.  is false; fail to reject  .
10. Which of the following describes an alternative hypothesis in a left-tailed
test?
A.  > 100
B.  < 100
C.  = 100
D.  ≠ 100
11. Which of the following must be used as the level of significance if we want
a higher possibility of correct decision?
A. 1%
B. 5%
C. 10%
D. 25%
12. Which of the following would be an appropriate alternative hypothesis for
one-tailed test?
A.  < 100
B.  = 100
C.  ≥ 100
D.  ≤ 100
2
13. Using a left-tailed test, which of the following value of z falls in the
rejection region where the critical value is – 1.725?
A. – 1.700
B. – 1.715
C. – 1.724
D. – 1.728
14. If the computed z-value is 2.015 and
a nd the critical value is 1.833, which of
the following statements could be true?
A. It lies in the rejection region,  must be rejected.
B. It lies in the rejection region, we failed to reject  .
C. It lies in the non-rejection region,  must be rejected.
D. It lies in the non-rejection region, we failed to reject  .
15. If the computed z-value is – 1.290 and the critical value is – 2.571, which
of the following stateme
statements
nts could be true?
A. It lies in the rejection region,  must be rejected.
rejected.
B. It lies in the rejection region, we failed to reject  .
C. It lies in the non-rejection region,  must be rejected.
D. It lies in the non-rejection region, we failed to reject  .
Lesson
1
Testing Hypothesis
Have you at a certain time asked yourself how you could possibly decide to
put a business in place and gain your expected profit? Or wonder if a judge
in a trial could have given a wrong decision in determining who’s guilty? Or
think if your classmates’ average weight s differ significantly among your
age? Or imagine how a newly discovered medicine is being tested for human
treatment?
This lesson will help you make sound decisions in dealing with these
situations.
3
What’s In
Where Am I Now?
Directions: Identify the region where each of the given values falls.
Region B
Region A
Region C
-3
1.
2.
3.
4.
5.
-2.5
-2
 = 1.95
 = 0.15
 = 1.45
 = 2.4
 = 2.73
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
3
______________________________
______________________________
______________________________
______________________________
______________________________
Answer the following questions.
1. Are you familiar with the shape of the curve used in Activity 1?
2. What is the name of that curve?
3. In what type of distribution is this kind of curve used?
4. How were you able to locate in which region the given value falls?
5. What mathematical concepts did you apply in locating the region?
Notes to the Teacher
Check the student’s level of readiness for the next topic.
If she/he did not answer most of the items and the guide
questions, you may provide another review activity about
normal curve.
4
What’s New
Keep Me Connected!
Directions: Analyze the situation below and answer the questions that follow.
fo llow.
According to a survey, the average daily
usage of social media worldwide of global internet
users amounts to 142 minutes per day. Sofia
conducts her own survey among her friends to
find out if their time spent on social media is
significantly higher than the global survey.
Before her survey, she formulated the following claims:
Claim A:
The average daily usage of social media of her friends is
the same as the global average usage.
Claim B:
The average daily usage of social media of her friends is
higher than the global average usage.
The table
table shows Sofia’s friends and their respective time
spent on social media.
Friend’s Name
Allen
Bryan
Ellen
Jake
Mindie
Shamsi
Candice
Dory
Mitch
Mila
Minutes per Day Spent on
Social Media
132
148
165
157
120
144
136
160
185
173
Answer the following questions:
1. What statistical data is/are needed to prove which of Sofia’s claims is
accepted or rejected?
5
2. What is the average daily usage of social media of her friends? Compare
it with the previous average usage.
3. Which of the two claims could probably be true? Why?
4. If Sofia computed the average daily internet usage of her friends to be
higher than the global survey, do you think it would be significantly
higher?
5. What is your idea of an average value being significantly higher than the
global average value?
6. What do you think is the difference between simple comparison of data
and hypothesis testing?
What Is It
Hypothesis testing is a statistical method applied in making decisions
using experimental data. Hypothesis testing is basically
assumption that we make about a population.
testing an
A hypothesis is a proposed explanation, assertion, or assumption about a
population parameter
parameter or about the distrib
distribution
ution of a random variable.
Here are the examples of questions you can answer with a hypothesi
hypothesis
s test:
Does the mean height of Grade 12 students differ from 66 inches?
Do male and female Grade 7 and Grade 12 students differ in height
on average?
Is the proportion of senior male students’ height significantly
higher than that of senior female students?



Key Terms and Concepts Used in Test Hypothesis
The Null and Alternative Hypothesis
 The null hypothesis is an initial claim based on previous analyses,
which the researcher tries to disprove, reject, or nullify. It shows no
significant difference between two parameters. It is denoted by  .

The alternative hypothesis is contrary to the null hypothesis, which
shows that observations are the result of a real effect. It is denoted
by  .
Note: You can think of the null hypothesis as the current value of the
population
populatio
n parameter, which you hope to disprove in favor of your
alt
lte
erna
nattiv
ive
e h ot
othe
hesi
sis
s.
6
Take a look at this example.
The school record claims that the mean score in Math of the incoming
Grade 11 students is 81. The teacher wishes to find out if the claim is true.
She tests if there is a significant difference between the batch mean score
and the mean score of students in her class.
Solution:
Let  be the population mean score and ̅ be the mean score of
students in her class.
You may select any of the following statements as your null and
alternative hypothesis as shown in Option 1 and Option 2.
Option 1:
 : The mean score of the incoming Grade 11 students is 81 or  = 81.
 : The mean score of the incoming Grade 11 students is not 81 or  ≠ 81.
Option 2:
 : The mean score of the incoming Grade 11 students has no significant
difference with the mean score of her students or  = ̅ .
 : The mean score of the incoming Grade 11 students
has a significant
difference with the mean score of her students or  ≠ ̅ .
Now, it’s your turn!
Based on the first claim of Sofia in Activity 2 that “the average daily usage of
social media of her friends is the same as the global average usage”,
formulate two hypotheses about the global average usage (  ) and the average
usage of her friends ( ̅ ) on the blanks provided
provided below.
 : _____________________________________________
 : _____________________________________________
You can verify your answer to your teacher and start working on the next
activity.
Here is another key term you should know!
Level of Significance
 The level of significance denoted by alpha or  refers to the degree of
significance in which we accept or reject the null hypothesis.
 100% accuracy is not possible in accepting or rejecting a hypothesis.
 The significance
significance level α is also the probability of making the wrong decision
when the null hypothesis is true.
Do you know that the most common levels of significance used are 1%, 5%,
or 10%?
Some statistics books can provide us table of values for these levels of
si ni icance.
7
Take a look at this example.
Maria uses 5% level of significance in proving that there is no
significant change in the average number of enrollees in the 10 sections for
the last two years. It means that the chance that the null hypothesis ( )
would be rejected when it is true is 5% .
 = 0.05
-3
-2.5
-2
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
3
 = 0.05 is actually the area under the
normal curve
curve within
within the re ection rree ion.
It’s your turn!
If Sofia used a 0.10 level of significance, what are the chances that she
would have a wrong conclusion if the two values have no significant
difference?
Here is another key term you should know!
Two-Tailed Test vs One-Tailed Test
 When the alternative hypothesis is two-sided like  :  ≠  , it is
called two-tailed test.
 When the given statistics hypothesis assumes a less than or greater
than value, it is called one-tailed test.
Here are some examples.
The school registrar believes that the average number of enrollees this
school year is not the same as the previous school year.
In the above situation,
let  be the average number of enrollees last year.
 :
 = 
 :
 ≠ 
If  uses
tailed test.

2


2
2
8
≠, use a two-
However, if the school registrar believes that the average number of enrollees
this school year is less than the previous school year, then you will have:
 :
 :
 = 
 < 

Use the left-tailed when
 contains the symbol <.
On the other hand, if the school registrar believes that the average number
of enrollees this school year is greater than the previous school year, then
you will have:
have:
 :
 :
 = 
 > 

Use the right-tailed test when
 contains the symbol >.
Now back to the two claims of Sofia,
Sofia , what do you think should be the type of
test in her following claims?
Claim A:
The average daily usage of social media of her friends is
the same as the global average usage.
Claim B:
The average daily usage of social media of her friends is
higher than the global average usage.
Here is the other concept!
9
Illustration of the Rejection Region
 The rejection region (or critical region) is the set of all values of the test
statistic that causes us to reject the null hypothesis.
 The non-rejection region (or acceptance region) is the set of all values of
the test statistic that causes us to fail to reject the null hypothesis.

The critical value is a point (boundary) on the test distribution that is
compared to the test statistic to determine if the null hypothesis would
be rejected.
Non-Rejection
Region
-3
-2.5
-2
-1.5
Rejection Region
-1
-0.5
0
0.5
1
1.5
2
2.5
3
Critical Value
Illustrative Example 1:
Now, let’s take a look at Sofia’s first claim. She assumed that the average
online usage of her friends is the same as the global usage (  ).
She computed for the t-value using the formula
= 152,
=
̅−

√
where  = 142, ̅
s = 19.855, and n = 10.
=
This t-test formula
was discussed in
the last chapter.
̅  

√
=
=
152
152  142
142
19.855
√10

.
 = 1.593
10
Use a scientific
calculator to
verify the
computed tvalue.
From the table of t-values, determine the critical value. Use df = n-1 = 9,
one-tailed test at 5% level of significance.
The critical
critical t-value iis
s 1.833.
How did we get that value?
Look at this illustratio
illustration
n!
The table of t-values
can be found at the
last part of this
module.
Now, you can sketch a t distribution curve and label showing the rejection
area (shaded part), the non-rejection region, the critical value, and the
computed t-value. This is how your t distribution curve should look like!
Rejection
Re ion
Non-Rejection
Region
-3
-2.5
-2
-1.5
-1
-0.5
0
0.5
1.593
(Computed Value)
1
1.5
2
2.5
3
1.833
(Critical Value)
As you can see from your previous illustration, the computed tvalue of 1.593 is at the left of the critical value 1.833. So, in
which region do you think the computed value falls?
The computed
computed value is less than the critical value.
value.
 : The average online usage of
her friends is the same as the
global usage.
 : The average online usage of
her friends is higher than the
global usage.
The computed
computed
t-value is at the
non-rejection
region.
11
We fail to reject
the null
hypothesis,  .
Illustrative Example 2:
A medical trial is conducted to test whether or not a certain drug reduces
cholesterol level. Upon trial, the computed z-value of 2.715 lies in the
rejection area.
-3
-2.5
-2
-1.5
-1
-0.5
0
0.5
1
1.5
2
2.5
3
The computed z-value of
2.715 can be found here!
The computed
computed value is g
greater
reater than the critical v
value.
alue.
 : The certain drug is effective in
reducing cholesterol level by 60%.
 : The certain drug is not effective in
reducing cholesterol level by 60%.
The computed
computed
z-value is at the
rejection
rejecti
on region.
We reject the
null hypothesis,
hypothesis,
 in favour of
 .
Illustrative Example 3:
Sketch the rejection region of the test hypothesis with critical values of
±1.753 and determine if the computed t-value of –1.52 lies in that region.
Solution:
Draw a t-distribution curve. Since there are two critical values, it is a two
tailed test. Locate the critical values and shade the rejection regions.
Now, locate the computed t-value of –1.52. You can clearly see that it is not
at the rejection region as shown in the following figure. The computed t-value
is at the non-rejection region. Therefore, we fail to reject the null hypothesis,
 .
– 1.52
– 1.753
(critical value)
1.753
(critical value)
12
Type I and Type II Errors

Rejecting the null hypothesis when it is true is called a Type I
error with probability denoted by alpha (). In hypothesis testing,
the normal curve that shows the critical region is called the alpha
region.

Accepting the null hypothesis when it is false is called a Type II
error with probability denoted by beta (). In hypothesis testing,
the normal curve that shows the acceptance region is called the
beta region.

The larger
larger the value of alpha,
alpha, the small
smaller
er is the val
value
ue of beta.
This is the region of Type I
error.
α = P [Type I error]
= P [ is true, Reject  ]
Region where 
is true
α
This is the region of Type II
error.
β = P [type II error]
= P [ is false, Fail to reject  ]
Region where  is
false

To summarize
summarize the differe
difference
nce between the Type I and T
Type
ype II errors, take
take a
look at the table below.
Null Hypothesis 
True
False
Fail to Reject 
Reject 
Correct Decision
Type I Error
- Failed to reject  when
it is true
- Rejected  when
it is true
Type II Error
Correct Decision
- Failed to reject  when
it is false
- Rejected  when it
is false
13
Now, complete the statements that follow.
Analyze the possibilities of Sofia’s conclusion. Identify if it is a Type I
Error, Type II Error, or a Correct Decision.
Decision.
If Sofia finds out that her null hypothesis is …
1. true and she fails to reject it, then she commits a ____________________.
____________________.
2. true and she rejects it, then she commits a _____________________.
3. false and she fails to reject it, then she commits a __________________.
4. false and she rejects it, then she commits a _____________________.
Your answers should be: 1) Correct Decision, 2) Type I Error, 3) Type II
Error, and 4) Correct Decision.
Illustrative Example:
Bryan is starting his own food cart
business and he is choosing cities where he
will run his business. He wants to survey
residents and test at 5% level of significance
whether or not the demand is high enough
to support his business before he applies for
the necessary permits to operate in his
selected city. He will only choose a city if
there is strong evidence that the demand
there is high enough. We can state the null
hypothesis for his test as:
 : The demand is high enough.
What would be the consequence of a Type I error in this setting?
_____ He doesn't
doesn't choose a c
city
ity wher
where
e demand is actually high
high enough.
_____ He chooses
chooses a city where demand is actually high enoug
enough.
h.
_____ He chooses
chooses a city where demand iisn't
sn't actually high enough
enough.
The Type I error is the first statement because he rejected the true
null hypothesis.
What would be the consequence of a Type II error in this setting?
_____ He doesn't
doesn't choose a c
city
ity wher
where
e demand is actually high
high enough.
_____ He chooses
chooses a city where demand is actually high enoug
enough.
h.
_____ He chooses
chooses a city where demand isn't actuall
actually
y high enough.
enough.
The Type
Type II error is the thi
third
rd statement because h
he
e failed to
reject the false null hypothesis.
What is the probability of Type I error?
_____ 0.10
_____ 0.25
_____ 0.05
_____ 0.01
The probability of Type I error iis
s 0.05 because it is the level of
significance used.
14
What’s More
Activity 1.1 Null Vs Alternative
Directions: State the null and the alternative hypotheses of the following
statements.
1. A medical trial is conducted to test whether or not a new medicine
reduces uric acid by 50%.
 : ____________________________________________________
 : ____________________________________________________
2. We want to test whether the general average of students in Math is
different from 80%.
 : ____________________________________________________
 : ____________________________________________________
3. We want to test whether the mean height of Grade 8 students is 58
inches.
 : ____________________________________________________
 : ____________________________________________________
4. We want to test if LPIHS students take more than four years to graduate
from high school, on the average.
 : ____________________________________________________
 : ____________________________________________________
5. We want to test if it takes less than 60 minutes to answer the quarterly
test in Calculus.
 : ____________________________________________________
 : ____________________________________________________
6. A medical test is conducted to determine whether or not a new vaccine
reduces the complications of dengue fever.
 : ____________________________________________________
 : ____________________________________________________
7. The enr
enrolment
olment in high
high school this school year increases
increases by 10%.
 : ____________________________________________________
 : ____________________________________________________
8. The intelligenc
intelligence
e quotient of male grade 11 students
students is the same as the
female students.
 : ____________________________________________________
 : ____________________________________________________
15
9. The school want to test if the students in Grade 7 prefer online distance
learning as the method of instruction.
 : ____________________________________________________
 : ____________________________________________________
10. The school librarian wants to find out if there was an increase in the
number of students accessing the school library.
 : ____________________________________________________
 : ____________________________________________________
Activity 1.2 The Tale of Tails
Directions: Determine if one-tailed test or two-tailed test fits the given
alternative hypothesis.
1. The mean height
height of Grad
Grade
e 12 students iis
s less than
than 66 inches.
inches.
2. The standard
standard deviation
deviation of their height
height is not equal to
to 5 inches.
3. Male Grade 7 and Grade 12
1 2 students differ in height on average.
The proportion
of senior
male students’ height is significantly higher than
4. that
of senior female
students.
5. The average grade of Grade 11 students in Statistics is lower than their
average grade in Calculus.
6. The newly found vaccine reduces the risks of viral infections of the
patience.
7. The enrolment
enrolment in elem
elementary
entary schools is not the s
same
ame as the enrolment
enrolment in
the secondary schools.
8. Male adolescents have higher intelligence quotient level than the female
adolescents.
9. The average number of
o f internet users this year is significantly
significantly higher as
compared last year.
10. Paracetamol and Ibuprofen have the same rate of time to reduce the
headache of the patients.
Activity 1.3 Are You In or Out?
Directions: Illustrate the rejection region given the critical value and
identify if the t-values lie in the non-rejection region or rejection
region.
1. critical t-value of 1.318
computed t-value of 1.1
The computed
computed t-value is at the
__________ region.
16
1.671
computed t-value of 2.45
2. critical t-value of
The computed
computed t-value is at the
__________ region.
1.725
computed t-value of 2.14
3. critical t-value of
The computed
computed t-value is at the
__________ region.
±1.311
computed t-value of 1.134
4. critical t-value of
The computed
computed t-value is at the
__________ region.
1.701
computed t-value of 2.48
5. critical t-value of
The computed
computed t-value is at the
__________ region.
6. critical t-value of 2.12
computed t-value of 2.15
The computed
computed t-value is at the
__________ region.
17
2.306
computed t-value of 2.110
7. critical t-value of
The computed
computed t-value is at the
__________ region.
2.228
computed t-value of 1.987
8. critical t-value of
The computed
computed t-value is at the
__________ region.
±1.812
computed t-value of 1.915
9. critical t-value of
The computed
computed t-value is at the
__________ region.
1.860
computed t-value of 2.3
10. critical t-value of
The computed
computed t-value is at the
__________ region.
Activity 1.4 Type I or Type IIII
Directions: Check the box that corresponds to your answer.
Situation 1:
A quality control expert wants to test the
null hypothesis that an imported solar
panel is an effective source of energy.
18
1. What would be the consequence of a Type I error in this context?
They do not conclude that the They do not conclude that the
solar panel is effective when it is solar panel is effective when it is
actually effective.
not actually effectiv
effective.
e.
They conclude that the solar They conclude that the solar panel
panel is effective when it is is effective when it is not actually
effective.
actually effective.
2. What would be the consequence of
They do not conclude that the
solar panel is effective when it is
not actually effective
effective..
They conclude that the solar
panel is effective when it is
actually effective.
a Type II error?
They do not conclude
conclude that the solar
panel is effective when it is actually
effective.
They conclude that the solar panel
is effective when it is not actually
effective.
Situation 2:
A resort owner does a daily water
quality test in their swimming pool. If
the level of contaminants is too high,
then he temporarily closes the pool to
perform a water treatment.
We can state the hypotheses for his
test as:
 : The water quality is acceptable.
 : The water quality is not acceptable.
3. What would be the consequence of a Type I error in this setting?
The owner
owner closes the p
pool
ool when it
needs to be closed.
The owner
owner does not clos
close
e the pool
when it needs to be closed.
The owner
owner closes the p
pool
ool when it
does not need to be closed.
The owner
owner does not clos
close
e the pool
when it does not need to be closed.
4. What would be the consequence of a Type II error in this setting?
The owner closes the pool
pool when it The owner closes the pool when it
needs to be closed.
does not need to be closed.
The owner does not close the pool
The owner does not close the pool
when it does not need to be
when it needs to be closed.
closed.
19
5. In terms of safety, which error has more dangerous consequences in this
setting?
Type I Error
Type II Error
What I Have Learned
Directions: Complete the following statements. Write the answers in your
notebook.
1. __________
_____________________
_______________is
____is a statistic
statistical
al method that is used in
making decisions using experimental data.
2. A ________________________ is a proposed explanation, assertion, or
assumption
assumpti
on about a population parameter or about the distribution of
a random variable.
3. The null hypothesis is an initial claim which the researcher
researcher tries to
_____________________
__________
______________________
_________________.
______.
4. The
alternative
hypothesis
hypothesis
is
_____________________
__________
_______________________
_________________.
_____.
contrary
to
the
5. The level
level of significance
significance is denoted
denoted by____
by_______________
___________________.
________.
6. The significance level α is also the probability of making the wrong
decision when ____________________________________.
7. When the alternative hypothesis
______________________
__________
___________________.
_______.
is
two-sided,
it
is
called
8. When the given statistics hypothesis assumes a less than or greater
than value, it is called ______________________________.
9. The rejection region (or critical region) is the set of all values of the
test statistic that cause us to ____________________
_______________________________
____________
_
10. Rejecting the null hypothesis when it is true results to what type of
error?
20
What I Can Do
Directions: Cite five (5) situations in your community where you can apply
hypothesis testing. Then, just choose one situation and:
1. create a problem statement;
2. formulate the null and alternative hypothesis;
3. select the level of significance and sketch the rejection region; and
4. state the possible Type I and Type II errors.
Assessment
Directions: Choose the best answer to the given questions or statements.
Write the letter of your answer on a separate sheet of paper.
1. It is the statistical method used in making decisions using experimental
data.
A. observation
B. simple analysis
C. analytical testing
D. hypothesis testing
2. What term is being used to describe a proposed explanation, assertion, or
assumption about a population parameter or about the distribution of a
random variable?
A. statistic
B. decision
C. hypothesis
D. probabilit
probability
y
3. It is also referred to as a probability of committing an incorrect decision
about the null hypothesi
hypothesis.
s.
A. level of error
B. level of hypothesis
C. level of acceptanc
acceptance
e
D. level of significance
4. Which of the following would be an appropriate null hypothesis?
A.
B.
C.
D.
The mean of a sample is equal to 80.
The mean of a population is equal to 80.
The mean of a population is not equal to 80.
The mean of a population is greater th
than
an 80.
21
5. Which of the following describes a null hypothesis using two-tailed test?
A.  :  = 
6.
B.  :  ≠ 
C.  :  ≥ 
D.  :  ≤ 
Which of the following describes an alternative hypothesis using twotailed test?
 
A.  :  < 50  
C.  :  ≠ 50 
.  :  > 50 
 

D.  :  = 50 
 

7. Which of the following must be used as the significance level if we want a
lower possibility of correct decision?
A. 1%
B. 2%
C. 5%
D. 10%
8. Which of the following would be an appropriate alternative hypothesis for
one-tailed test?
A.  :  = 85
B.  :  ≥ 85
C.  :  ≥ 85
D.  :  < 85
9. In a one-tailed test, in which critical values below will the computed z of
2.312 falls in the non-rejection region?
A. 1.383
B. 1.533
C. 2.228
D. 2.354
10. When is a Type I error committed?
A.
B.
C.
D.
We
We
We
We
reject a null hypothesis that is true.
reject a null hypothesis that is false.
fail to reject a null hypothesis that is true.
fail to reject a null hypothesis that is false.
11. When is a Type II error committed?
A.
B.
C.
D.
We
We
We
We
reject a null hypothesis that is true.
reject a null hypothesis that is false.
fail to reject a null hypothesis that is true.
fail to reject a null hypothesis that is false.
12. Which of the following is a Type I error?
A.  is true; reject  .
B.  is false; reject  .
C.  is true; fail to reject  .
D.  is false; fail to reject  .
13. If the computed z-value is 1.286 and
a nd the critical value is 1.383, which of
the following statements could be true?
A. It lies in the rejection region,  must be rejected.
B. It lies in the rejection region, hence we fail to reject  .
C. It lies in the non-rejection region,  must be rejected.
D. It lies in the non-rejection region, hence we fail to reject  .
14. Using a left-tailed test, which of the following value of z will not fall in the
rejection
region whereB.
the– critical
is ––1.638?
A. – 1.637
1.639 value C.
1.641
22
D. – 1.706
15. If the computed z-value is 1.915 and
a nd the critical value is 1.812, which of
the following statements could be true?
A. It lies in the rejection region,  must be rejected.
B. It lies in the rejection region, hence we fail to reject  .
C. It lies in the non-rejection region,  must be rejected.
D. It lies in the non-rejection region, hence we fail to reject  .
dditional Activities
A medical trial is conducted to test whether or not a certain drug can treat a
certain allergy. Upon trial, the t-value is computed as 1.311. Sketch and
complete the table below to discuss the findings of the medical trial.
-3
-2.5
-2
-1.5
-1
-0.5
0
0.5
 :
1
1.5
2
2.5
The computed
computed
t-value is at the
___________
__________
_
region.
 :
3
Decision:
Justify your
your decision by writing an exp
explanation
lanation in 5-10
5-10 sentenc
sentences.
es.
23
Answer Key
. s ul ucl ac ni t set
yl r et r a uq e ht r e ws na ot set uni m06) naht er o mr o( na ht ssel se kat tI :  
. s ul ucl ac ni t set yl r et r a uq e ht r e ws na ot set uni m06 se kat tI :  
.) el bi sso pt o nfi sr ae y 4 naht ssel( l oo hcs hgi h
morf et a udar g ot sr ae y r uof na ht er o mf o e g ar ev a na se kat st ne d ut S:  
.l oo hcs hgi h morf et a udar g ot sr aey r uof f o eg ar ev a na se kat st ne d ut S:  
. se hc ni
85) naht r e hgi h r o naht ssel r o( t o n si st ne d ut s f o t hgi e h nae me hT :  
. se hc ni 85 si st ne d ut s f o t hgi e h nae me hT:  
. %08 morf t ner effi d si ht a M ni st ne d ut s f o e g ar ev a l ar e ne g e hT :  
. %08 ot l a uqe si ht a M ni st ne d ut s f o eg ar ev a l ar e neg e hT:  
. di c a ci r u ec uder t o nnac e ni ci de m we n e hT :  
. di c a ci r u ec uder nac e ni ci de m we n e hT:  
.5
.4
.3
.2
.1
1. 1 yti vi t c A
D. 51
A. 41
D. 31
C.
A.
B.
B.
C.
5
4
3
2
1
nI s’ t a h W
24
A. 21
A. 11
B. 01
A.9
D. 8
B.7
B.6
D. 5
B.4
D. 3
C.2
D. 1
wo n KI t a h W
r orr EII e py T . 5
. des ol c e b ot s dee n ti ne h wl oo p e ht es ol c t o n se o d r e n wo e hT . 4
. des ol c e b ot dee n t o n se o d ti ne h wl oo p e ht ses ol c r e n wo e hT . 3
. evi t ceff e
yll a ut c a t o n si ti ne h w evi t ceff e si l e na p r al os e ht t a ht e d ul c noc ye hT . 2
. evi t ceff e yll a ut c a
si ti ne h w evi t ceff e si l e na p r al os e ht t a ht e d ul c noc t o n o d ye hT . 1
nI s’ t a h W
t set
t set
t set
t set
t set
t set
t set
t set
t set
t set
deli at- o wt.
deli at - e no
deli at - e no
deli at - o wt
deli at - e no
deli at - e no
deli at - e no
deli at - o wt
deli at - o wt
deli at- e no
noi t cej er.
noi t cej er
ec nat pecc a
ec nat pecc a
noi t cej er
noi t cej er
ec nat pecc a
01
.9
.8
.7
.6
.5
.4
.3
.2
.1
01
.9
.8
.7
.6
.5
.4
noi t cej er . 3
noi t cej er . 2
ec nat pecc a . 1
3. 1 yti vi t c A
2. 1 yti vi t c A
. yr ar bil l oo hcs
e ht g ni ssecc a st ne d ut s f o r e b mun e ht ni es aer c ni o n s a w er e hT :  
. yr ar bil l oo hcs
e ht g ni ssecc a st ne d ut s f o r e b mun e ht ni es aer c ni na s a w er e hT:  .
. s noi t c urt s ni f o do ht e m
e ht s a g ni nr ael ec nat si d e nil no r ef er p t o n di d st ne d ut s 7 e dar G:  
. s noi t c urt s ni
f o do ht e me ht s a g ni nr ael ec nat si d e nil no r ef er p st ne d ut s 7 e dar G:  
. st ne d ut s el a mef e ht na ht ) r e wol
r o( r e hgi h si st ne d ut s 11 e dar g el a mf o t nei t o uq ec ne gill et ni e hT :  
. st ne d ut s el a mef e ht
s a e mas e ht si st ne d ut s 11 e dar g el a mf o t nei t o uq ec negill et ni e hT:  
. %01
y b es aer c ni t o n di d r aey l oo hcs si ht l oo hcs hgi h ni t ne m
l or ne e hT :  
. %01 y b ses aer c ni r aey l oo hcs si ht l oo hcs hgi h ni t ne m
l or ne e hT:  
. r evef e ug ne df o s noi t acil p moc e ht ec uder t o nnac e ni cc av we n e hT :  
. r evef e ug ne df o s noi t acil p moc e ht sec uder e ni cc av we n e hT:  
01
.9
.8
.7
.6
) …
t no C( 1. 1 yti vi t c A
25
A. 51
A. 41
D. 31
A. 21
D. 11
A. 01
D. 9
D. 8
D. 7
C.6
A.5
B.4
D. 3
C.2
D. 1
t ne m
ss ess A
r orr e I e py T. 01
si se ht o py h
ll un e ht t cej er . 9
t set deli at - e no . 8
t set deli at - o wt . 7
e urt
si si se ht o py h
ll un e ht . 6
) ( a hpl a . 5
si se ht o py h
ll un . 4
yfill un
r o , t cej er
, ev or psi d . 3
si se ht o py h . 2
g ni t set
si se ht o py H . 1
de nr ae L
eva HI t a h W
26
27
References
Textbooks
Albacea, Zita, Mark John Ayaay, Imelda Demesa, and Isidro David. Teaching
Guide for Senior High School: Statistics and Probability . Quezon City:
Commission on Higher Education, 2016.
Caraan, Avelino. Introduction to Statistics & Probability . Mandaluyong City:
Jose Rizal Universi
University
ty Press, 2011.
2011.
Chan Shio, Christian Paul, and Maria Angeli Reyes. Statistics and
Probability for Senior High School. Quezon City: C & E Publishing Inc.,
2017.
De Guzman, Danilo. Statistics and Probability. Quezon City: C & E
Publishing Inc., 2017.
Jaggia, Sanjiv, and Alison Kelly. Business Statistics: Communicating with
Numbers. 2ndEd. New York: McGraw-Hill Education, 2016.
Sirug, Winston. Statistics and Probability for Senior High School CORE
Subject A Comprehensive Approach K to 12 Curriculum Compliant.
Manila: Minshapers
Minshapers Co., Inc., 2017.
Online Resources
Khan Academy. “Consequences of Errors and Significance.” Accessed
February
2,
2019.
https://www.khanacademy.org/math/apstatistics/tests-significance-ap/error-probabilitiespower/a/consequences-errors-significance
Minitab.com. “About the Null and Alternative Hypotheses. ” Accessed
February
4,
2019.
https://support.minitab.com/enus/minitab/18/help-and-how-to/statistics/basicstatistics/supporting-topics/basics/null-and-alternative-hypotheses/
Minitab. com. “What are Type I and Type II Errors? ” Accessed February 4,
2019. https://support.minitab.c
https://support.minitab.com/en-us/mi
om/en-us/minitab/18/he
nitab/18/help-and-howlp-and-howto/statistics/basic-statistics/supporting-topics/basics/type-i-and-typeii-error/
Zaiontz, Charles. “Null and Alternative Hypothesis.” Accessed February 2,
2018.
http://www.real-statistics.com/hypothesis-testing/nullhypothesis/
28
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph