Research 1
Quarter 1 – Module 4:
Hypothesis Formulation
Research 1 – Grade 9
Alternative Delivery Mode
Quarter 1 – Module 4: Hypothesis Formulation
First Edition, 2020
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Research 1
Quarter 1 – Module 4:
Hypothesis Formulation
Introductory Message
For the facilitator:
Welcome to the Research 1 – Grade 9 Alternative Delivery Mode (ADM) Module
on Hypothesis Formulation!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher or
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:
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.
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For the learner:
Welcome to the Research 1 – Grade 9 Alternative Delivery Mode (ADM) Module
on Hypothesis Formulation!
The hand is one of the most symbolized part 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 you as a
learner is 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 has the following parts and corresponding icons:
What I Need to Know
This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know
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.
What’s In
This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New
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.
What is It
This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned
This
includes
questions
or
blank
sentence/paragraph 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.
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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 tends retention of
learned concepts.
Answer Key
This contains answers to all activities in the
module.
At the end of this module you will also find:
References
This is a list of all sources used in developing
this module.
The following are some reminders in using this 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.
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!
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What I Need to Know
In this module, you will learn about hypothesis and how it is formulated. You
will also learn about the characteristics of a good hypothesis which will guide you to
easily formulate a tentative solution to the identified research problem. (MELC
Quarter 1 – Week 3: Formulate a Hypothesis)
At the end of this module, you should be able to:
1. describe hypothesis,
2. identify the characteristics of a good hypothesis,
3. give the forms/classifications of hypothesis, and
4. formulate hypothesis.
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What I Know
Encircle the letter of the best answer.
1. It serves as a tentative solution to a problem.
A. Conclusion
C. Hypothesis
B. Experiment
D. Objectives
2. A hypothesis is validated by conducting an actual
A. Experimentation
C. Observation
B. Investigation
D. Understanding
3.
A
.
hypothesis must be based on a
research question.
A. Bad, Good
C. Good, Good
B. Bad, Bad
D. Good, Bad
4. A
hypothesis can be proven right or wrong depending upon the
outcome of the experiment.
A. Specific
C. Simple
B. Clear
D. Testable
5. The language used must not have double meaning, describes that the
hypothesis should be
.
A. Testable
C. specific
B. Simple
D. Measurable
6. After identifying the research problem, a researcher proceeds to
.
A. Experimentation
C. Collecting Data
B. Formulating Hypothesis
D. Formulating Conclusion
7. The statement of the problem provides a basis for the formulation of
.
A. Objectives
C. Data
B. Hypothesis
D. Conclusion
8. In scientific experiments, a hypothesis Proposes and examines the
relationship between
.
A. Data
C. Variables
B. Observation
D. Questions
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9. For a hypothesis to be considered a scientific hypothesis, it must be proven
through the
.
A. Scientific Method
C. Research Method
B. Deductive Method
D. Methodology
For question10-15 refer to the following choices
A. Null hypothesis
B. Alternative hypothesis
C. Cause and effect hypothesis
10. It shows that there is a significant difference between the results of the
condition being tested
11. A hypothesis of no difference
12. A hypothesis which states that if a certain condition is true, then a
supporting observation occurs
13. The number of lectures attended by grade 9 students has no effect on their
final exam score. This is an example of
14. Daily exercise and good nutrition lead to fewer doctor’s visit.
15. Grade 7 and grade 8 students differ significantly on their level of
assertiveness
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What’s In
In the previous module, you were able to learn ways of identifying a research
problem as well as the different components and criteria of an appropriate research
problem.
To check your understanding in the identification of the research problem, you have
to go over the following activity.
Profile of a Research Problem
Task: Give the information in this profile and write a short article
or essay about the research problem.
A. Basic Facts
1. What is a research problem?
2. What are different features or characteristics of a good
problem? (at least 5)
3. Cite at least 5 guidelines in the formulation of a research
problem.
B. Write a short essay or article about the research problem.
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What’s New
Direction. Circle the words from the word bank in the puzzle.
They maybe up, down, horizontal, vertical and diagonal.

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Hypothesis
Null
Alternative
Problem
Cause and effect
Simple
Variables
Accepted
Educated guess
Rejected
Testable
Clear
Experiment
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What is It
The Research Hypothesis
 After you have identified your research problem, you as
the researcher should proceed to formulate a hypothesis
 The hypothesis is an “educated guess” that serves as a
tentative solution or answer to the research problem. It also
proposes a relationship between two or more variables (the
independent and dependent variables)
 A good hypothesis should be simple, clear, specific and

testable. Testing the hypothesis will enable the researcher
to determine if the formulated hypothesis is accepted or
rejected
You may consider the following procedure or steps when formulating a
hypothesis;
1. Read the literature and existing research
2. Identify the variables
3. Determine the relationship between variables
4. Determine how can they be measured
5. What are your theories
6. Formulate into hypothesis (phrase your hypothesis in 3 ways: null,
alternative or in the cause and effect form (if -then form)
 Null hypothesis states that there is
no significant difference between
the results of variables being tested.
It is usually the hypothesis the
researcher will try to disprove (Ho)
 Alternative hypothesis states that
there is a significant difference
between the results of 2 variables
being tested. This is simply the
opposite of the null hypothesis (Ha)
 Cause and effect hypothesis
states that in a certain condition
(cause) is true, then the supporting
observation (effect) occurs
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What’s More
Give what is asked for.
1. If the null hypothesis states that; “Attitude of children is not
dependent on his /her birth order.”; alternative hypothesis states
that:
.
2. State the cause and effect hypothesis of the problem: Does an
electric motor turn faster if you increase the current?
.
3. If the alternative hypothesis states that; “The outdoor recreation
program affects the behavior of youth at risk.”; null hypothesis
states that:
.
4. State the cause and effect hypothesis of the problem: Does the
temperature of water affect the time it takes a sugar cube to be
dissolved?
.
5. If the null hypothesis states that;” Changing the intensity of light
does not affect the growth rate of plants.”; alternative hypothesis
states that:
.
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What I Have Learned
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What I Can Do
Hypothesis
Formulation
Formulate hypothesis (Ho-Ha) relevant to the following study.
1. BCNHS research students subjected the sweet potato noodles they formulated
to a sensory evaluation test. The acceptability of the taste of the experimental
and control noodles was evaluated by 30 panelists using a rating scale
Ho:
Ha:
2. Watching your grandmother bake breads, you learned that the dough of the
bread rises because yeast acts on the sugar and releases gas. You wander
whether the amount of sugar used will affect the size of the bread.
Ho:
Ha:
3. The helper noticed that when repairing instant coffee, he had difficulty
dissolving the granules in water which was not hot enough. The helper wander
if increasing the hotness of the water will also increase its ability to dissolve
the granules.
Ho:
Ha:
4. The ability of a particular kind of fertilizer to increase the yield of yellow corn
is under investigation. Four plots of yellow corn for experimentation are
prepared.
Ho:
Ha:
5. Ten rabbits were used in investigating the effect of Dila-Dila wound ointment.
Wounds from the hind legs of experimental and control rabbits were
examined.
Ho:
Ha:
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Assessment
Identification
1.
An educated prediction that provides an explanation for an observed event.
2.
A hypothesis that says that there is no statistical significance between the two
variables.
3.
It provides the basis for the formulation of a hypothesis.
4.
A type of hypothesis which follows the if -then form.
5.
It is known as the hypothesis of significance or inequality.
6.
It is conducted to test the hypothesis.
7.
A hypothesis which only shows a relationship between one independent
variable and one dependent variable
8.
Proving your hypothesis as accepted or rejected using specific statistical tools
only shows that the hypothesis is
.
9.
A hypothesis which is formulated based on specific questions.
For numbers 10-15 identify whether the hypothesis is null or alternative.
10.
Children who play violent video games does not behave aggressively.
11.
Increasing the temperature of water affects the time it takes a sugar cube to
dissolve.
12.
Changing the height of the ramp does not affect the speed of the car going
down the ramp.
13.
School bullying affects the students’ academic performance.
14.
People exposed to high level of ultra violet light have higher incidence of skin
cancer.
15.
Sleep deprivation shows no significant effect on work performance.
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Additional Activities
Part A: Alternative or Null
Identify whether the hypothesis is null or alternative. Write Ho for null and
Ha for alternative.
1.
The number of hours spent by students playing computer games affect their
academic performance in school.
2.
Exposure to different temperature does not affect the germination of mango
seeds
3.
High school sex education has no effect on teenage pregnancy rates.
4.
age
Daily use of social media affects the attention span of those under 16 years of
5.
School bullying does not affect the students’ academic performance.
Part B: Formulation of Hypothesis
Task: To formulate hypothesis based on the given problem.
Problem: To determine the effect of auxin, a plant hormone on the growth
of eggplants
Hypothesis:
A Null Hypothesis
B Alternative Hypothesis
C Cause and Effect Hypothesis
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References
Albarico, J., and R. Avasar. 2010. Teaching Guide in Integrated Science. Batangas.
United Eferza Academic Publications, Co.
Caintic, H., and J. Cruz. 2008. Scientific Research Manual. Quezon City.
C and E Publishing Inc.
Chico, A., and M. Mathira. 2016. Practical Research For the 21st Century Learner.
Philippines Sainth Agustine Publicatins ,Inc.
How to write a hypothesis. 2019. https://www.scribbr.com
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For inquiries or feedback, please write or call:
Department of Education – Region III,
Schools Division of Bataan - Curriculum Implementation Division
Learning Resources Management and Development Section (LRMDS)
Provincial Capitol Compound, Balanga City, Bataan
Telefax: (047) 237-2102
Email Address: bataan@deped.gov.ph
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