11

STATISTICS and
PROBABILITY
Fourth Quarter
MONTH 1

LEARNING ACTIVITY SHEETS

STATISTICS & PROBABILITY 11

 Name: ________________________________ Grade Level: _______
Date: _________________________________ Score: _____________

LEARNING ACTIVITY SHEET

Testing Hypothesis
Background Information for Learners
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 Activity sheet in hypothesis testing will help you study the
different concepts and steps in hypothesis testing as well as its application in real-life
situations.

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.
2.Formulates the appropriate null and alternative hypotheses on a population mean.

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 weights 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.
Where Am I Now?

Directions: Identify the region where each of the given values falls.
RegionB
Region A
RegionC

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

1. 𝑡 = 1.95 ______________________________
2. 𝑡 = 0.15 ______________________________
3. 𝑡 = −1.45 ______________________________
4. 𝑡 = −2.4 ______________________________
5. 𝑡 = 2.73 ______________________________
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?

Keep Me Connected!

Directions: Analyze the situation below and answer the questions that follow.

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 shows Sofia’s friends and their respective time spent on
social media.
Minutes per Day Spent on Social
Friend’s Name
Media
Allen 132
Bryan 148
Ellen 165
Jake 157
Mindie 120
Shamsi 144
Candice 136
Dory 160
Mitch 185
Mila 173

Answer the following questions:

1. What statistical data is/are needed to prove which of Sofia’s claims is accepted or rejected?
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 testing an assumption that we make about a population.

A hypothesis is a proposed explanation, assertion, or assumption about a population parameter

or about the distribution of a random variable.

Here are the examples of questions you can answer with a hypothesis 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 𝐻𝑜.

 The alternative hypothesis is contrary to the null hypothesis, which shows that
observations are the result of a real effect. It is denoted by 𝐻𝑎.

Note: You can think of the null hypothesis as the current value of the population
parameter, which you hope to disprove in favor of your alternative hypothesis.
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 𝜇 be the population mean score and 𝑥̅ 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:
𝐻𝑜: The mean score of the incoming Grade 11 students is 81 or 𝜇 = 81.
𝐻𝑎: The mean score of the incoming Grade 11 students is not 81 or 𝜇 ≠ 81.
Option 2:
𝐻𝑜: The mean score of the incoming Grade 11 students has no significant difference with the
mean score of her students or 𝜇 = 𝑥̅.
𝐻𝑎: The mean score of the incoming Grade 11 students has a significant difference with the mean
score of her students or 𝜇 ≠ 𝑥̅.

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 (𝜇) and the average usage of her friends (𝑥̅) on the blanks provided
below.
𝐻𝑜: _____________________________________________
𝐻𝑎: _____________________________________________
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 𝛂 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 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 significance.
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 (𝐻𝑜) would be rejected when it is true is 5%.

𝛼 = 0.05

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5

1 1.5 2 2.5 3

𝛼 = 0.05 is actually the area under the normal curve within the
rejection region.

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 𝐻𝑎: 𝜇 ≠ 𝜇0, 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 𝜇0 be the average number of enrollees last
year.
𝐻𝑜: 𝜇 = 𝜇0
𝐻𝑎 : 𝜇 ≠ 𝜇0

If 𝐻𝑎 uses ≠, use a two-

tailed test.
𝛂
2
𝛂 𝛂
2 2

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:

𝐻𝑜: 𝜇 = 𝜇0
𝐻𝑎: 𝜇 < 𝜇0

Use the left -tailed when

𝐻𝑎 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:
𝐻𝑜: 𝜇 = 𝜇0
𝐻𝑎: 𝜇 > 𝜇0

Use the right -tailed test when

𝐻𝑎 contains the symbol >.
Now back to the two claims of 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!

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 Rejection Region

-3 -2.5 -2 -1.5 -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 ( 𝐻 ).
𝑜

𝑥̅ −𝜇
She computed for the t-value using the formula 𝑡 = 𝑠 where 𝜇 = 142, 𝑥̅
√𝑛
= 152, s = 19.855, and n = 10.
𝑥̅ −𝜇
𝑡= 𝑠
√𝑛 Use a scientific
This t-test formula calculator to
was discussed in 15 −14 verify the
𝑡= 2 2
the last chapter. 19.85 computed-t
5
√10 value.
10
𝑡 = 6.2787

𝑡 = 1.59
3

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 t - value is 1.833.

How did we get that value?
Look at this illustration !

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
Region
Non-Rejection
Region

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 32.5

1.593 1.833
(Computed Value) (Critical Value )

As you can see from your previous illustration, the computed -t

value 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 value is less than the critical value.

𝐻𝑜: The average online usage of her
friends is the same as the global usage.
The computed t-value We fail to reject the
𝐻𝑎: The average online usage of her is at the non-rejection null
friends is higher than the global usage. region. hypothesis, 𝐻𝑜.

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 value is greater than the critical value.

𝐻𝑜: The certain drug is effective in reducing We reject the null

cholesterol level by 60%. The computed z- hypothesis, 𝐻𝑜 in
value is at the
𝐻𝑎: The certain drug is not effective in favour of
rejection region.
reducing cholesterol level by 60%. 𝐻 𝑎.
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,
𝐻𝑜.

– 1.52

– 1.753 1.753
(critical (critical
value) value)

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 (𝜶). 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 𝛃). In hypothesis Type II
testing, error with probability denoted by beta (
the normal curve that shows the acceptance region is called the beta region.
 The larger the value of alpha, the smaller is the value of beta.

This is the region of Type I

error.
α = P [ Type I error]
= P [ 𝐻𝑜 is true, Reject 𝐻𝑜 ]
Region where 𝐻𝑜
is true

α
This is the region of Type II
error. β = P [type II error]
= P [𝐻𝑜 is false, Fail to reject 𝐻𝑜]
 Region where 𝐻 is
𝑜
false
𝜷

To summarize the difference between the Type I and Type II errors, take a look at the
table below.

Null Hypothesis 𝑯𝒐 Fail to Reject 𝑯𝒐 Reject 𝑯𝒐

Correct Decision Type I Error
True - Failed to reject 𝐻𝑜 when it is - Rejected 𝐻𝑜 when it is
true true
Type II Error Correct Decision
False - Failed to reject 𝐻𝑜 when it is - Rejected 𝐻𝑜 when it is
false false

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.
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:
𝐻𝑜: The demand is high enough.
What would be the consequence of a Type I error in this setting?
_____ He doesn't choose a city where demand is actually high enough.
_____ He chooses a city where demand is actually high enough.
_____ He chooses a city where demand isn't actually high 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 choose a city where demand is actually high enough.
_____ He chooses a city where demand is actually high enough.
_____ He chooses a city where demand isn't actually high enough.

The Type II error is the third statement because he 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 is 0.05 because it is the level of significance used.

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%.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

2. We want to test whether the general average of students in Math is different from 80%.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

3. We want to test whether the mean height of Grade 8 students is 58 inches.

𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

4. We want to test if LPIHS students take more than four years to graduate from high school,
on the average.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

5. We want to test if it takes less than 60 minutes to answer the quarterly test in Calculus.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

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 of Grade 12 students is less than 66 inches.

 2. The standard deviation of their height is not equal to 5 inches.
3. Male Grade 7 and Grade 12 students differ in height on average.
4. The proportion of senior male students’ height is significantly higher than 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 in elementary schools is not the same as the enrolment in the secondary
schools.
8. Male adolescents have higher intelligence quotient level than the female adolescents.
9. The average number of internet users this year is 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 t-value is at the

__________ region.

2. critical t-value of −1.671 computed t-

value of −2.45

The computed t-value is at the

__________ region.

3. critical t-value of 1.725 computed t-value

of 2.14

The computed t-value is at the

__________ region.
4. critical t-value of ±1.311 computed t-
value of −1.134

The computed t-value is at the

__________ region.

5. critical t-value of −1.701 computed t-

value of −2.48

The computed t-value is at the

__________ region.

Activity 1.4 Type I or Type II

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.
1. What would be the consequence of a Type I error in
this context?
They do not conclude that the solar panel They do not conclude that the solar panel
is effective when it is not actually is effective when it is actually effective.
effective.
They conclude that the solar panel is They conclude that the solar panel is
effective when it is actually effective. effective when it is not actually effective.

2. What would be the consequence of a Type II error?

 They do not conclude that the solar panel They do not conclude that the solar panel is
is effective when it is not actually effective when it is actually effective.
effective.
They conclude that the solar panel is They conclude that the solar panel is
effective when it is actually effective. 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:

𝐻𝑜: The water quality is acceptable.
𝐻𝑎: The water quality is not acceptable.

3. What would be the consequence of a Type I error in this setting?

The owner closes the pool when it needs The owner does not close the pool when it
to be closed. needs to be closed.

The owner closes the pool when it does The owner does not close the pool when it
not need to be closed. 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 when it needs The owner closes the pool when it does not
to be closed. need to be closed.
The owner does not close the pool when
The owner does not close the pool when it
it does not need to be closed.
needs to be closed.

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 a statistical method that is used in making decisions
using experimental data.
2. A ________________________ is a proposed explanation, assertion, or assumption
about a population parameter or about the distribution of a random variable.
3. The null hypothesis is an initial claim which the researcher tries to
______________________________________.
4. The alternative hypothesis is contrary to the
______________________________________.
5. The level of significance is denoted 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?

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.

KEY ANSWERS

calculus.
��than
test in than quarterly
It takes
. ) ���test less(or more 60 minutes to .answer the
in calc :
5 �� It takes 60
school minutes
years i to answer the quarterly
possible) ulus :
high (less
��graduate fromthan 4 f not .
Students
. ���high takes an average of more than four years to
school. :
4 �� Students
s. takes an average of four years to graduate from :
��isinche
not than
(or less than or) higher
The mean height of students
. ���inches. 58 :
The mean
3 ���from 80%. height of students is 58 :
. ��� Theequal general average of students in Math is different
to 80%. :
2: ��uric
� acid. average of students in Math is
Thegeneral
. ���uric new medicine cannot reduce
Theacid. :
1 �� The new medicine can reduce
1.1 :
What I Have
Learned
1. Hypothesis
testing
2. hypothesis 1.
3. disprove,
reject, or
nullify
4. null
hypothesis
5. alpha (𝛼)
6. the null
hypothesis is
true
7. two - tailed test
8. one - tailed test
9. reject the null
hypothesis
10. Type I error