Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
BAUAN TECHNICAL HIGH SCHOOL
Poblacion I, Bauan, Batangas
WEEKLY HOME LEARNING PLAN
Grade 11- 3rd WEEK - FOURTH QUARTER
STATISTICS AND PROBABILITY
Date and Most Essential Mode of Learning
Subject Learning Tasks/Activities
Time Learning Competency Delivery
SECOND WEEK Statistics and 1. Computes for the test DAY 1 – 2 – MODULE 6 MODULAR DISTANCE
(FOURTH Probability statistic value Day 1 LEARNING
QUARTER) (population mean) Introduction Try to answer what’s in and read and study the lesson in what is it on page 4 and 5 Do the activities given in
2. Draws conclusion Development Study examples on pages. 6-8 the module. Use pad
about the population Day 2 paper, bond paper, or
mean based on the test- Engagement Answer activities 4 in What’s More (page 9) any required medium if
statistic value and the Assimilation Additional Activities (page 17) needed or as instructed.
rejection region.
DAY 3 – 4 MODULE 7 The parents/ guardian
DAY 3 will submit the answer
Development Read and study what is it. (page 7) sheet/ any required
output to the pickup
Day 4 point/retrieval station as
Engagement Answer activities 3 in What’s More (page 12) scheduled.
Assimilation Additional Activities (page 17)

Reflection Write what you think about the importance of knowing how to compute test statistic
value and describe how to draw conclusion about the population mean based on the
test-statistic value and the rejection region.

Prepared by:

FRANCIS S. ESCARO

Teacher II
 Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
BAUAN TECHNICAL HIGH SCHOOL
Poblacion I, Bauan, Batangas
WEEKLY HOME LEARNING PLAN
Grade 11- 4th WEEK
Second Quarter
Date and Most Essential Learning Mode of Learning
Subject Learning Tasks/Activities
Time Competency Delivery
FOURTH Statistics The learner… Day 1 Quarter 4 – Module 8 MODULAR DISTANCE
WEEK and 1. Solves problems Introduction Read and study the lesson in What is It about testing hypothesis on the LEARNING
Probability involving test of population mean. Do the activities given
hypothesis on the Development Answer What’s More Activity 1: You Complete Me. Check it in the module. Use
population mean. afterwards. pad paper, bond
2. Formulates the Day 2 Quarter 4 – Module 9 paper, or any
appropriate null and Development Read and study the lesson in What is It about how to formulate null required medium if
alternative hypothesis on and alternative hypothesis involving population proportion. needed or as
a population proportion. Engagement Answer What’s More Activity 5 Tell me the Tail. instructed.
3. Identifies the appropriate
form of the test-statistic Day 3 Quarter 4 – Module 10 The parents/ guardian
when the Central Limit Development Read and study the lesson in What is It about population and sample will submit the
Theorem is to be used. proportion. answer sheet/ any
Engagement Answer Additional Activities Activity 5 Think and Express Part A required output to
the pickup
Day 4 Quarter 4 – Module 10 point/retrieval station
Reflection Think of an opportunity that once knocked on your door, but you did as scheduled.
not value. How did you feel about it?
Prepared by:

MOISES ISRAEL C. ABEL

 Statistics and
Probability
Quarter 4 – Module 6:
Computing Test Statistic on
Population Mean
Lesson
Computing Test Statistic on
1 Population Mean

One of the steps in hypothesis testing is the computation of test

statistic. Remember that it is the value calculated from a sample data
which is needed whether you reject the null hypothesis or not.

Do you still remember when to use t-test? How about z-test? Answer
the activity that follows for a short review on t-test and z-test.

What’s In

Is It T or Z?

Directions: Identify the appropriate test statistic to be used based on the

given information. Write T if it is t-test and Z if it is z-test.
1. The sample mean is 345 and the sample size is 46. The population is
normally distributed with a standard deviation of 11. Test the hypothesis
at 0.05 level of significance. Consider the hypotheses below:
𝐻𝑜 : 𝜇 = 342 𝐻𝑎 : 𝜇 ≠ 342
2. Test at 𝛼 = 0.05 the null hypothesis 𝐻𝑜 : 𝜇 = 2. 19 against the alternative
hypothesis 𝐻𝑎 : 𝜇 < 2. 19 with 𝑛 = 18, 𝑥̅ = 1.36, and 𝑠 = 0.14. Assume that
the population is approximately normal.
3. The sample size is less than 18 and the standard deviation is 3. 67.
4. 𝑥̅ = 125.3 𝑠=5 𝜇 = 124 𝑛 = 24 𝛼 = 0.05
5. 𝑥̅ = 25.4 𝜇 = 22.6 𝜎 = 15 𝑛 = 118 𝛼 = 0.01
Were you able to answer all the questions correctly? If yes, the next
activity will be easy for you. If not, go back your notes about the test
concerning means.

4
 What’s New

t-Test vs z-Test

Directions: Complete the diagram below.

Do you know the standard deviation (σ)?

YES NO
1.Use: Is the sample
size above
__________
30?

YES NO

2. Use: 3. Use:

__________ __________

I think you are very much ready for this topic. Read, analyze, and
study the given examples carefully.

What Is It

There are two specific test statistics used for hypothesis testing
concerning means: z-test and t-test.

If the sample size is large, where 𝑛 ≥ 30 and the population standard

deviation (𝜎) is known, use z-test.

In finding the z-value, use the formula below:

𝑥̅ − 𝜇
𝑧= 𝜎
√𝑛

where: 𝑥̅ = sample mean 𝜇 = population mean

𝑛 = sample size 𝜎 = population standard deviation

5
 On the other hand, t- test is used when 𝑛 < 30, the population is
normal or nearly normal, and sample standard deviation (𝑠) is unknown.
The formula for the t- value is:

𝑥̅ − 𝜇
𝑡= 𝑠
√𝑛
where: 𝑥̅ = sample mean 𝜇 = population mean
𝑛 = sample 𝑠 = sample standard deviation
The degrees of freedom is 𝑛 − 1 or 𝑑𝑓 = 𝑛 − 1.

Study the following examples.

Example 1: Compute the z-value given the following information. Use one-
tailed test and 0. 05 level of significance.
𝑥̅ = 70 𝜇 = 71.5 𝜎=8 𝑛 = 100
Solution: Since σ is known and n ≥ 30, we will use z-test. Thus, we have:

𝑥̅ − 𝜇 Use the formula for z-test.

𝑧= 𝜎
√𝑛
71. 5 − 70
𝑧= Substitute the given value to the formula.
8
√100
1.5
𝑧= 8
Simplify.
10

1.5
𝑧=
0.8
𝐳 = 𝟏. 𝟖𝟕𝟓
Therefore, the computed z-value is 1.875.

Example 2: In the first semester of the school year, a random sample of 200
students got a mean score of 81.72 with a population standard deviation of
15 in Statistics and Probability test. The population mean is 79.83. Use 0.05
level of significance.

Solution: To answer the problem, let us first identify the given. We have:
𝑥̅ = 81.72 𝜇 = 79.83 𝜎 = 15 𝑛 = 200
Since σ is known and n ≥ 30, we will use z-test.

6
 𝑥̅ − 𝜇 Use the formula for z-test.
𝑧= 𝜎
√𝑛
81.72 − 79. 83
𝑧= Substitute the given value to the
15
√200 formula.
1. 89
𝑧=
15 Simplify.
14. 14
1. 89
𝑧=
1.06
Therefore, the computed z-value is
𝐳 = 𝟏. 𝟕𝟖𝟑 1.783.

In Central Limit Theorem, the sample standard deviation (𝑠) may be

used as an estimate of the population standard deviation (𝜎) when the value
of 𝜎 is unknown.

Consider the given examples below:

Example 3: In the past, the average length of an outgoing call from a
business office has been 140 seconds. A manager wishes to check whether
that average has decrease after the introduction of policy changes. A sample
of 150 telephone calls produced a mean of 135 second, with a standard
deviation of 30 seconds. Perform the relevant test at 1% level of significance.

Solution: Let us first identify the given. We have:

𝑥̅ = 135 𝜇 = 140 𝑠 = 30 𝑛 = 150
Since n ≥ 30, we will use z-test by replacing 𝝈 with its estimate s.
𝑥̅ − 𝜇 Use the formula for z-test.
𝑧= 𝜎
√𝑛
135 − 140
𝑧= Substitute the given value to the
30
√150 formula.

−5
𝑧= Simplify.
30
12.25
−5
𝑧=
2.45 Therefore, the computed z – value
𝐳 = − 𝟐. 𝟎𝟒𝟏 is -2.041.

7
Example 4: Compute the t-value given the following information:
𝑥̅ = 129.5 𝜇 = 127
𝑠=5 𝑛 = 12

Solution: Since σ is unknown and n < 30, we will use t-test. Thus, we have:

𝑥̅ − 𝜇 Use the formula for t-test.

𝑡= 𝑠
√𝑛
129. 5 − 127
𝑡= Substitute the given value to the
5
√12 formula.
2. 5
𝑡= Simplify.
5
3.46
2.5
𝑡=
1.44
Therefore, the computed t – value
𝐭 = 𝟏. 𝟕𝟑𝟔 is 1. 736.

Example 5: The government claims that the monthly expenses of a Filipino

family with four members is P10,000. A sample of 26 family’s expenses has
a mean of P10,900 and a standard deviation of P1,250. Is there enough
evidence to reject the government’s claim at 𝛼 = 0. 01?

Solution: Let us first identify the given, so we have:

𝑥̅ = P10,900 𝜇 = P10,000 𝑠 = P1,250 𝑛 = 26

𝑥̅ − 𝜇 Use the formula for t-test.

𝑡= 𝑠
√𝑛
10 900 − 10 000
𝑡=
1 250 Substitute the given value to the
√26 formula.
900
𝑡=
1 250 Simplify.
5.10
900
𝑡=
245. 10
Therefore, the computed t-value is
𝐭 = 𝟑. 𝟔𝟕𝟏
3.671.

8
 Now, it’s your turn to answer the following exercises.

What’s More

Activity 1: Find My z-Value!

Directions: Find the computed z-value of the following. Write your answer
to the nearest thousandths. Show your solutions.

1. 𝑥̅ = 21. 75 2. 𝑥̅ = 11. 23 3. 𝑥̅ = 891.75

𝜇 = 20. 83 𝜇 = 12. 01 𝜇 = 890. 25
𝜎 = 2.75 𝜎 = 3.0 𝜎 = 11.75
𝑛 = 38 𝑛 = 44 𝑛 = 90

4. 𝑥̅ = 45 000 5. 𝑥̅ = 1.72
𝜇 = 46 100 𝜇 = 1.83
𝜎 = 1 795 𝜎 = 1.05
𝑛 = 50 𝑛 = 36

9
 Additional Activities

Directions: Answer the following:

1. Assume that the cholesterol levels in a certain population have mean µ =

150 and standard deviation σ = 12. The cholesterol levels for a random
sample of n = 40 individuals are measured and the sample mean x is
determined. What is the computed value at 𝛼 = 0. 01 if 𝑥̅ = 147?

2. The maximum heart rate of a person at the age of 20 is 200 beats per
minute. Conduct a survey with your neighbors whose age is between 15-
20. Collect a data of 10 samples, then compute its value for 𝛼 = 0. 01?

17
 Statistics and
Probability
Quarter 4 – Module 7:
Drawing Conclusion About
Population Mean Based on
Test Statistic Value and
Critical Region
 Were you able to write the correct symbols? If not, which part was
confusing? Why do you think so?

You must know how to use these symbols in preparation for this
lesson.

What Is It

After obtaining the computed value of the test statistic, it is being

compared to the critical values. You will use the following tables on z- and t-
critical value.

Table 1: z – Critical Value

Level of Significance
Type of Test
𝜶 = 1% 𝜶 = 2.5% 𝜶 = 5% 𝜶 = 10%

one-tailed test 𝑐 = ±2. 326 𝑐 = ±1.960 𝑐 = ±1.645 𝑐 = ± 1. 28

two-tailed test 𝑐 = ±2. 575 𝑐 = ±2.326 𝑐 = ±1.960 𝑐 = ±1.645

Table 2: t – Critical Value

𝜶 for one-tailed test 0.05 0.025 0.01 0.005

𝜶 for two-tailed test 0.10 0.05 0.025 0.01
df = (n – 1)
1 6.311 12.706 31.821 63.657
2 2.920 4.303 6.065 9.925
3 2.353 3.182 4.541 5.841
4 2.132 2.776 3.747 4.604
5 2.025 2.571 3.365 4.032
6 1.943 2.447 3.143 3.707
7 1.895 2.365 2.998 3.499
8 1.860 2.306 2.896 3.355
9 1.833 2.262 2.821 3.250
10 1.812 2.228 2.764 3.169
11 1.796 2.201 2.718 3.106

7
 12 1.782 2.179 2.681 3.055
13 1.771 2.160 2.650 3.012
14 1.761 2.145 2.624 2.977
15 1.753 2.131 2.602 2.947
16 1.746 2.120 2.583 2.921
17 1.740 2.110 2.567 2.898
18 1.734 2.101 2.552 2.878
19 1.729 2.093 2.539 2.861
20 1.725 2.086 2.528 2.845
21 1.721 2.080 2.512 2.831
22 1.717 2.074 2.508 2.819
23 1.714 2.069 2.500 2.807
24 1.711 2.064 2.492 2.797
25 1.708 2.060 2.485 2.787
26 1.706 2.056 2.479 2.779
27 1.703 2.052 2.473 2.771
28 1.701 2.048 2.467 2.763
29 1.699 2.045 2.462 2.756
30 1.697 2.042 2.457 2.750
31 1.695 2.040 2.453 2.744
32 1.694 2.037 2.449 2.738
33 1.692 2.035 2.445 2.733
34 1.691 2.032 2.441 2.728
35 1.690 2.030 2.438 2.724
36 1.688 2.028 2.434 2.719
37 1.687 2.026 2.431 2.715
38 1.686 2.024 2.429 2.712
39 1.685 2.023 2.426 2.708
40 1.684 2.021 2.423 2.704
42 1.682 2.018 2.418 2.698
44 1.680 2.015 2.414 2.692
46 1.679 2.013 2.410 2.687
48 1.677 2.011 2.407 2.682
50 1.676 2.009 2.403 2.678
60 1.671 2.000 2.390 2.660
Infinity 1.645 1.960 2.326 2.576

8
 In general, if the absolute value of the computed value is greater
than the absolute value of the critical value, we reject the null hypothesis
and support the alternative hypothesis. But if the absolute value of the
computed value is less than the absolute value of the critical value, we do
not reject or we fail to reject the null hypothesis and the alternative
hypothesis is not supported.
In a right-tailed test, if the computed value is greater than the
critical value, we reject the null hypothesis and support the alternative
hypothesis. But if the computed value is less than the critical value, we do
not reject or we fail to reject the null hypothesis and the alternative
hypothesis is not supported.
In a left-tailed test, if the computed value is less than the critical
value, we reject the null hypothesis and support the alternative
hypothesis. But if the computed value is greater than the critical value, we
do not reject or we fail to reject the null hypothesis and the alternative
hypothesis is not supported.
Rejecting the null hypothesis doesn’t mean that it is incorrect or the
alternative hypothesis is correct. The collected data suggest a sufficient
evidence to disprove the null hypothesis, hence we reject it.
Similarly, a failure to reject the null hypothesis does not mean that it
is true -only that the test did not prove it to be false. There is an insufficient
evidence to disprove the null hypothesis; hence we do not reject it.

Study the examples below.

Example 1: Compute for its value given the following information. Use 𝛼 =
0. 05. Interpret the result.
𝐻𝑜 : 𝜇 = 70 𝑥̅ = 71.5 𝜇 = 70
𝐻𝑎 : 𝜇 > 70 𝜎=8 𝑛 = 100
Solution: It is a one-tailed test, since it does mention about the direction of the
distribution (the alternative hypothesis uses the symbol >). Since σ is known and n
≥ 30, we will use z-test. The level of significance is 0.05. From Table 1, the z-critical
value is 1.645. Thus, we have:
Non-Rejection Rejection Region
𝑥̅ − 𝜇 1.5
𝑧= 𝜎 𝑧= Region
8
ξ𝑛 10
71. 5 − 70 1.5
𝑧= 𝑧=
8 0.8
ξ100 𝐳 = 𝟏. 𝟖𝟕𝟓

Decision: 1.645

The computed z-value is 1.875 which is greater than the critical value of
1.645. Therefore, we reject the null hypothesis and support the alternative
hypothesis.

9
Example 2: Compute for its value given the following information. Use 𝛼 =
0.01. Interpret the result.
𝐻𝑜 : 𝜇 = 127 𝑥̅ = 124.5 𝜇 = 127
𝐻𝑎 :𝜇 < 127 𝑠=5 𝑛 = 12

Solution: It is a left-tailed test, since it does mention about the direction of

the distribution (the alternative hypothesis uses the symbol <). Since σ is
unknown and n < 30, we will use t-test. The degree of freedom (df = n - 1) is
11 and 𝛼 = 0.01. Therefore, the t-critical value from Table 2 is -2.718. Thus,
we have:

Rejection Acceptance or
𝑥̅ − 𝜇 −2. 5
𝑡= 𝑡= Region Non-Rejection
𝑠 5 Region
ξ𝑛 3.46
124. 5 − 127 −2.5
𝑡= 𝑡=
5 1.44
ξ12 𝐭 = −𝟏. 𝟕𝟑𝟔
-6 -5 -4 -3 -2 -1 0 1 2 3 4 5

-2.718
Decision:

The computed t-value is greater than the t-critical value at 𝛼 = 0.01 (i.
e.−1.736 > −2.718. Since we have a left-tailed test, our conclusion is that we
fail to reject the null hypothesis.

Example 3: The government claims that P10,000 is the monthly expenses

of a Filipino family with four members. A sample of 26 families has mean
monthly expenses of P10,900 and a standard deviation of P1,250. Is there
enough evidence to reject the government’s claim at 𝛼 = 2.5%?

Solution: Let us identify first the given. So we have:

𝐻𝑜 : 𝜇 = 𝑃10,000 𝑥̅ = P10,900 𝑠 = P1,250
𝐻𝑎 : 𝜇 ≠ 𝑃 10,000 𝜇 = P10,000 𝑛 = 26

It is a two-tailed test, since it does not mention about the direction of the
distribution. Since σ is unknown and n < 30, we will use t-test. The degree of
freedom (df = n - 1) is 25 and 𝛼 = 2.5%. Therefore, the t-critical value from
Table 2 is 2.485. Thus, we have:

10
 Non-Rejection
𝑥̅ − 𝜇 900 Region Rejection Region
𝑡= 𝑠 𝑡=
1 250
ξ𝑛 5.10
10 900 − 10 000 900
𝑡= 𝑡=
1 250 245. 10
ξ26 𝐭 = 𝟑. 𝟔𝟕𝟏

-5 -4 -3 -2 -1 0 1 2 3 4 5

-2.485 2.485

Decision:

The absolute value of the computed t-value is greater than the absolute of the
critical t-value at 𝛼 = 0.025 (i.e. |3.671|> |2.485|). Therefore, we reject the null
hypothesis.

Conclusion:

We can conclude that there is enough evidence to reject the claim of the
government that P10,000 is the monthly expenses of a Filipino family with
four members.

What’s More

Activity 1: Rejected or Not Rejected?

Directions: Based on the given, decide whether the null hypothesis is
rejected or not.

z- or t-computed value z- or t-critical value

1. 2.310 1.960
2. 1.240 2.131
3. 2.960 2.896
4. 2.431 1.943
5. 1.523 1.721

11
Activity 2: Find Me
Directions: Complete the table below. Use Table 1: z-Critical Value and
Table 2: t-Critical Value. The first item is done for you.
Type of Test 𝜶 Sampl Compute Critical Decision
e Size d Value Value
1. one-tailed Reject the null
0.05 n = 17 2.015 1.746
hypothesis.
2. 0.01 n ≥ 30 1.361 ±2.575
3. two-tailed 0.05 n = 27 3.026
4. one-tailed Do not reject
0.1 2.318 2.552 the null
hypothesis.
5. one-tailed n ≥ 30 1.008 ±1.960

Activity 3: Am I Rejected or Not?

Directions: Color the emoticon RED if the null hypothesis is not rejected
and BLUE if it is rejected. (Note: Use the table for the z- and t-critical
values.)
1. A one-tailed test with 5% level of significance has z-computed
value of 1.120.
2. The level of significance is 1% with z-computed value of 2.780
using two-tailed test.
3. The z-computed value of a two-tailed test is -1.740 with 2.5%
level of significance.
4. The z-computed value is 2.037 with 0.05 level of significance
of a one-tailed test.
5. The t-computed value of a one-tailed test is 2.784 with 5%
level of significance with 23 samples.
6. A two-tailed test with 1% level of significance has t-computed
value of 1.129 with sample size of 16.
7. The level of significance is 5% with t-value of 1.458 using
two-tailed test and n = 20.
8. The computed value is -1.023 with 0.05 level of significance
of a two-tailed test.
9. The sample size is 11. The t-computed value of a one-tailed
test is 2.374 with 5% level of significance.
10. A one-tailed test with 1% level of significance has z-computed
value of 2.455.

12
 C. Reject both the null and alternative hypotheses.
D. Support both the null and alternative hypotheses.
For nos. 14-15, refer to the given statement:

In a two-tailed test with 𝛼 = 0. 025, the z-computed value is 2.014.

14. What are the critical values?

A. ±2.575 B. ±2.326 C. ±1.960 D. ±1.645
15. What is your decision?
A. Reject the null hypothesis.
B. Do not reject the null hypothesis.
C. Reject both the null and alternative hypotheses.
D. Support both the null and alternative hypotheses.

Additional Activities

Directions: Answer the following.

1. When do you reject the null hypothesis?
2. What is your basis in rejecting the null hypothesis?
3. What conclusion can you derive if you reject the null hypothesis?
4. If you fail to reject the null hypothesis, does it mean that there is no
enough evidence to back up the decision? Why?
5. Nowadays, people tend to buy products online. The shipping
department manager claims that the average order shipped by their
company is 1.89kgs. The general manager wants to verify if his claim
is true. So, he randomly selects 25 sample of orders. What can the
general manager conclude at 0.01 level of significance if the sample
has a mean weight of 2.07kgs with a standard deviation of 0.72kg?

17
 Statistics and
Probability
Quarter 4 – Module 8:
Solving Problems Involving Test
of Hypothesis on Population
Mean
 Since you already know the different terms related to hypothesis
testing, you are now ready to solve problems.
In decision making, what are the factors that you need to consider?
Do you think of the consequences of your actions?
Statistics can help us in making decisions. Included in the process is
forming reliable conclusions and the decision making starts with the testing
of the hypothesis. Let us enhance your decision-making skills by answering
the next activity.

What’s New

Would You Rather!

Directions: Choose only one, then justify your choice.

Would you rather … Would you rather … Would you rather …
be a girl or a boy? have more siblings or go to college or get a
be the only child? job?
Would you rather … Would you rather … Would you rather …
come to school or go without Facebook have many good
hang out with your or junk food for the friends or one very
friends? rest of your life? best friend?

Every day, we are faced with all sorts of decisions. Sometimes the
decisions are small, like what to wear or what to eat. But sometimes the
decisions are bigger, like what course you are going to take up or which
university you are going to enrol in college. The test of hypothesis will aid
you in the decision-making process so you can make the right choices for
better results.

What Is It

In testing hypothesis on the population means, follow the steps below:

1. State the null hypothesis 𝐻𝑜 and the alternative hypothesis 𝐻𝑎 .
2. Determine the test statistic that will be used to conduct the hypothesis
test. Then, calculate its value.
3. Find the critical value for the test and draw the critical region.
4. Decide and draw a conclusion based on the comparison of the calculated
value of the test statistic and the critical value of the test.

5
 In general, if the absolute value of the computed value is greater than
the absolute value of the critical value, we reject the null hypothesis and
support the alternative hypothesis. But if the absolute value of the
computed value is less than the absolute value of the critical value, we fail
to reject the null hypothesis and the alternative hypothesis is not
supported.

In a right-tailed test, if the computed value is greater than the

critical value, we reject the null hypothesis and support the alternative
hypothesis. But if the computed value is less than the critical value, we
fail to reject the null hypothesis and the alternative hypothesis is not
supported.

In a left-tailed test, if the computed value is less than the critical

value, we reject the null hypothesis and support the alternative
hypothesis. But if the computed value is greater than the critical value,
we fail to reject the null hypothesis and the alternative hypothesis is
not supported.

Study the given examples below.

Example 1: According to a study conducted by the Grade 12 students, ₱155

is the average monthly expense for cell phone loads of high school students
in their province. A Statistics student claims that this amount has increased
since January of this year. Do you think his claim is acceptable if a random
sample of 50 students has an average monthly expense of ₱165 for cell
phone loads? Using 5% level of significance, assume that a population
standard deviation is ₱52.
Solution:
Given: 𝑥̅ = 165 𝜇 = 155 𝜎 = 52 𝑛 = 50 𝛼 = 0.05
Step 1: State the null and alternative hypotheses.
𝐻𝑜 : 𝜇 = 155 𝐻𝑎 : 𝜇 > 155
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard
deviation 𝜎 is known, and 𝑛 > 30, the appropriate test statistic is the z-test.

𝑥̅ −𝜇
𝑧= 𝜎
√𝑛
165−155
𝑧= 52
√50
10
𝑧= 7.35
𝐳 = 𝟏. 𝟑𝟔𝟏

6
Step 3: Find the critical value and draw the critical region. Use the z-critical
value table.
The alternative hypothesis is directional. Hence, the one-tailed test
(right-tailed test) shall be used. From the z-value table at 0.05 level of
significance, the critical value is 1.645.

Non-Rejection
Region
Rejection Region

1.361 1.645

Step 4: Draw a conclusion.

The z-computed value is 1.361 and it lies within the non-rejection
region, so we fail to reject the null hypothesis. Therefore, there is no enough
evidence to support the claim that the average monthly expense for cell
phone loads is more than ₱155. This result is significant at 𝛼 = 0.05 level.
Example 2: Blood glucose levels for obese teenagers have a mean of 120. A
researcher thinks that a diet high in raw cornstarch will have a positive or
negative effect on blood glucose levels. A sample of 25 patients who have
tried the raw cornstarch diet has a mean glucose level of 135 with a
standard deviation of 38. Test the hypothesis at 𝛼 = 0.10 that the raw
cornstarch had an effect.
Solution:
Given: 𝑥̅ = 135 𝜇 = 120 𝑠 = 38 𝑛 = 25 𝛼 = 0.10 𝑑𝑓 = 24
Step 1: State the null and alternative hypotheses.
𝐻𝑜 : 𝜇 = 120 𝐻𝑎 : 𝜇 ≠ 120
Step 2: Determine the test statistic, then compute its value.
Since it is the population mean being tested, the population standard
deviation is unknown, and 𝑛 < 30, the appropriate test statistic is the t-test.

𝑥̅ −𝜇
𝑡= 𝑠
√𝑛
135−120
t= 38
√25

15
𝑡= 7.6
𝒕 = 𝟏. 𝟗𝟕𝟒

7
Step 3: Find the critical value and draw the critical region.
The alternative hypothesis is non-directional. Hence, the two-tailed
test shall be used. From the t-value table at 0.10 level of significance, the
critical value is ±1.711.
Rejection Region Non-Rejection Rejection Region
Region

- 1.711 1.711

Step 4: Draw a conclusion.

Since the t-computed value is 1.974 which is greater than the critical
value of 1.711, we reject the null hypothesis and support the alternative
hypothesis. We can conclude that there is enough evidence to support the
claim that the raw cornstarch had an effect on blood glucose levels.
Example 3: The average IQ of Senior High School students is 99 with a
standard deviation of 15. A researcher believes that the average IQ of Senior
High School students is lower. A random sample of 40 students was tested
and got an average of 95. Is there enough evidence to suggest that the
average IQ is lower? Test the hypothesis at 0.05 level of significance.
Solution:
Given: 𝑥̅ = 95 𝜇 = 99 𝜎 = 15 𝑛 = 40 𝛼 = 0.05
Step 1: State the null and alternative hypotheses.
𝐻𝑜 : 𝜇 = 99 𝐻𝑎 : 𝜇 < 99
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard
deviation 𝜎 is known, and 𝑛 > 30, the appropriate test statistic is the z-test.

𝑥̅ −𝜇
𝑧= 𝜎
√𝑛
95−99
𝑧= 15
√40
−4
𝑧= 2.37
𝐳 = −𝟏. 𝟔𝟖𝟖

8
Step 3: Find the critical value and draw the critical region. Use the z-critical
value table. The alternative hypothesis is directional. Hence, the one-tailed
test (left-tailed test) shall be used. From the z-value table at 0.05 level of
significance, the critical value is -1.645.

Non-Rejection
Region
Rejection Region

-1.645

Step 4: Draw a conclusion.

The z-computed value is -1.688 and it lies within the rejection region,
so we reject the null hypothesis. Therefore, there is enough evidence to
support the claim that the IQ level of Senior High School students is lower
than 99. This result is significant at 𝛼 = 0.05 level.

What’s More

Activity 1: Complete Me!

Direction: Fill in the blanks/boxes.

A researcher reports that the average IQ level of students in Philippine

Science High School (PSHS) is 110. A sample of 20 students has a mean IQ
level of 106 with a standard deviation of 9. At 5% level of significance, test
the claim that the IQ level of students in PSHS is 110.
Solution:
Given: 𝑥̅ = ___ 𝜇 = 110 𝑠 = ___ 𝑛 = ___ α = ___ df = ___
Step 1: ____________________________________________________
𝐻𝑜 : 𝜇 = 110 𝐻𝑎 : 𝜇 ≠ 110
Step 2: Determine the test statistic, then compute its value.
Since n < 30, we will use_______________________.
𝑥̅ −𝜇
𝑡= 𝑠
√𝑛

𝑡= 9
√ 20

9
 𝑡=

𝑡 = ____
Step 3: ____________________________________________________

From the t-value table at 0.05 level of significance, the critical value is
_______________.

Acceptance Region
or Non-Rejection Rejection Region
Region

-2.093 2.093

Step 4: Draw a conclusion.

Since it is a left-tailed test and the t-computed value is _______, which is

________ than the critical value of ______, we _______ the null hypothesis. We
therefore conclude that _________________________________________________.

Activity 2: Follow Me!

Directions: Follow the steps in testing hypothesis to answer the following
problems.
1. Mapalad Integrated High School determined students’ Body Mass Index
(BMI) at the opening of classes. It has been recorded that the average
height of female students is 154.2 centimeters with a standard deviation
of 9 centimeters. The researcher conducted her own study and she
randomly selected 40 female students. In her study, she got an average of
156.7 centimeters. Is there a reason to believe the claims of the school?
Use 5% level of significance in testing the hypothesis.
2. The manager of a certain TV station claimed that the average rating of
people watching their noontime teleserye in Manila is 62.5. A researcher
randomly selected 25 people and asked them their favorite noontime
teleserye. He computed the mean and obtained 67.8 with standard
deviation of 15.9. Is there a reason to believe that the manager is correct?
Use 0.01 as the level of significance.
3. According to the report of National Economic Development Authority
(NEDA) last year, a Filipino household spends an average of ₱333 a day.
You took a random sample of 20 households and determined the amount
of their allotted budget each day revealing a mean of ₱420 and standard
deviation of ₱120. Using 0.01 level of significance, can it be concluded

10
 16
What's More (Complete Me)
Given:
𝑥̅ = 106 𝜇 = 110 𝑠=9 𝑛 = 20 α = 0.05 df = 19
Step 1: State the null and alternative hypotheses. 𝐻𝑜 : 𝜇 = 110 𝐻𝑎 : 𝜇 ≠ 110
Step 2: Determine the test statistic, then compute it. Since n < 30, we will use
t-test.
𝑥̅ − 𝜇
𝑡= 𝑠
√𝑛
𝟏𝟎𝟔 − 𝟏𝟏𝟎
𝑡=
9
√20
−4
𝑡=
𝟐. 𝟎𝟏
𝒕 = −𝟏. 𝟗𝟗𝟎
Step 3: Find the critical value. From the t-value table at 0.05 level of significance
and df =19, the critical value is 2.093 or -2.093.
Step 4: Draw conclusion.
Since it is a left-tailed test and the t-computed value is -1.990 which is greater
than the critical value of -2.093, we fail to reject the null hypothesis. We therefore
conclude that there is not enough evidence to reject the claim that the IQ level of
the students in PSHS is 110.
What's In What I Know
(Find the Word… That’s the Word) 1. D 9. C
There are 14 words related to hypothesis 2. D 10. C
testing. Students may answer only 10 words (in 3. C 11. D
any order). 4. A 12. C
1. Hypothesis 8. Sample mean 5. C 13. C
2. Two-tailed 9. Population mean 6. A 14. A
3. Parameter 10. Type I error 7. A 15. A
4. Significance level 11. Alternative 8. C
5. Z test 12. Sample size
6. Variance 13. One-tailed test
7. T test 14. Critical region
Note: Tell the students to identify the terms they
found.
Answer Key
 Statistics and
Probability
Quarter 4 – Module 9:
Formulating Appropriate
Null and Alternative Hypotheses
on a Population Proportion
 What’s New

Activity 2: Synonyms Match

Directions: Classify the given words by grouping the relevant words

together. Place them on the table below.

lesser different bigger

changed increase greater
higher smaller unequal
lower more decrease
fewer larger

In further discussions of this lesson, you will encounter some of the

words listed above in formulating null and alternative hypotheses on a
population proportion. They will be of great help to you in answering
problems correctly.

What Is It

Once you already know that you are dealing with a population
proportion, you can conduct the hypothesis test. You can start with the first
step of a hypothesis test which is to determine the hypotheses. In order to
formulate null and alternative hypotheses concerning population
proportions, you can write them in sentence form or you can use different
symbols. Here, you will use the symbol p for the population proportion.

6
 Remember that the hypotheses are claims about the population
proportion, p. The null hypothesis states that the proportion is equal to a
specific value or the hypothesized proportion, po. On the other hand, the
alternative hypothesis is the competing claim that the population proportion
is less than, greater than, or not equal to po.
As a reminder, the null hypothesis is always a statement of equality.
The alternative hypothesis is always a statement of inequality, using the
symbols <, >, or ≠. Moreover, the hypotheses are stated in such a way that
they are mutually exclusive. That is, if one is true, the other must be false;
and vice versa.

If you are going to write the null hypothesis in sentence form, you
will usually use “is” or “is equal to”. In symbols, you are going to use:

HO : p = po

Meanwhile, to formulate alternative hypothesis in sentence form or in

symbols, you will just remember the following:

 When testing for population proportions, there are three (3) possible
alternative hypotheses. They are based on the wording of the question
instructing you what to hypothesize. (See illustrative examples below.)

Alternative Hypotheses CLUES/WORDS USED

(SYMBOLS TO BE USED)

a. Ha : p < po smaller, less, decreased, fewer, lower

b. Ha : p > po larger, greater, more, increased
c. Ha : p ≠ po different, not equal to, changed

where: p = population proportion

po = hypothesized proportion

In the given symbols as shown above, letters a and b are used in a

one-tailed test or one-sided tests (directional) while letter c is used for a two-
tailed test (non-directional).
As you might recall, the differences between one-tailed test
(directional) and two-tailed test (non-directional) were already explained to
you in the previous modules. And for the purpose of this lesson, the table
below shows the differences between one-tailed test and two-tailed test.

7
 One-Tailed Two-Tailed
 Alternative hypothesis contains  Alternative contains the
the greater than (>) or less than inequality (≠) symbol.
(<) symbols
 It is directional (either right-tailed  It has no direction.
or left-tailed)

The next table below shows the null and alternative hypotheses stated
together with the types of hypothesis tests.

Two-Tailed Test Right-Tailed Test Left-Tailed Test

Null 𝐻𝑜 : 𝑝 = 𝑝𝑜 or 𝐻𝑜 : 𝑝 = 𝑝𝑜 or
𝐻𝑜 : 𝑝 = 𝑝𝑜
Hypothesis 𝐻𝑜 : 𝑝 ≤ 𝑝𝑜 𝐻𝑜 : 𝑝 ≥ 𝑝𝑜
Alternative
𝐻𝑎 : 𝑝 ≠ 𝑝𝑜 𝐻𝑎 : 𝑝 > 𝑝𝑜 𝐻𝑎 : 𝑝 < 𝑝𝑜
Hypothesis

Illustrative Examples:
Example 1. It has been claimed that 40% of students in a particular senior
high school dislike Mathematics. When a survey was conducted by a
researcher, it showed that 145 of 800 students dislike Mathematics. Test if
the claim was different at α = 0.05 level.
Null Hypothesis (Ho):
In this example, the hypothesized proportion is 40% or 0.40. Hence,
the null hypothesis will be,
The proportion of students who dislike Mathematics is 40%.
In symbols, you can write,
Ho: p = 0.40
Alternative Hypothesis (Ha):
Our cue word here is “different” which means “not the same” or “not
equal”. Therefore the alternative hypothesis is,
The proportion of students who dislike Mathematics is not equal
to 40%.
In symbols, you can write,
Ha: p ≠ 0.40

Since the word “different” is used in the given problem,

the symbol to be used in alternative hypothesis is “ ≠ ”.

Note: This is a two-tailed test or non-directional.

8
Example 2. A certain senior high school plans to open STEM (Science and
Technology, Engineering, and Mathematics) as an academic track only if
60% of the students in their junior high school will enrol on the following
academic year. A survey conducted among a random sample of students
revealed that 450 out of 1000 students will enrol. Is the expected enrolment
significantly lower than the desired enrolment? Test at α = 0.05 level.

Null Hypothesis (Ho):

The hypothesized proportion here is 60%, therefore the null
hypothesis will be,
The proportion of students who will enroll on STEM track is 60%.
In symbols, it can be written as,
Ho: p = 0.60
Alternative Hypothesis (Ha):
Your hint in formulating the alternative hypothesis in this example is
the phrase “lower than” which means “less than”. So, your alternative
hypothesis will be,
The proportion of students who will enroll on STEM track is lower
than 60%.
which can be written as,
Ha: p < 0.60

Since the word “lower” is used in the given problem,

the symbol to be used in alternative hypothesis is “<”.

Note: This is a one-tailed test or directional.

Example 3. It has been claimed that 40% of qualified applicants passed in

a particular job interview. When a survey was conducted by a researcher of
a certain company, it showed that 90 of 145 applicants passed the job
interview. Test if the claim was larger at α = 0.05 level.
Null Hypothesis (Ho):
40% is the hypothesized proportion; hence you have the null
hypothesis stated as
The proportion of qualified applicants in a particular job
interview is 40%.
And it can be written in symbols as
Ho: p = 0.40

9
Alternative Hypothesis (Ha):
The word “larger” is synonymous to “greater” hence your alternative
hypothesis will be,
The proportion of qualified applicants in a particular job
interview was larger than 40%.
Or in symbols
Ha: p > 0.40

Since the word “larger” is used in the given problem,

the symbol to be used in alternative hypothesis is “ > “.

Note: This is a one-tailed test or directional.

What’s More

Activity 3: Please Correct Me If I’m Wrong!

Directions: On the first blank before each number, draw a happy face if
the pair of hypotheses is correct and a sad face if the pair is incorrect. If
incorrect, write the correct ALTERNATIVE hypothesis in symbols on the
second blank.
_____, __________1. In a public market, 65% of the vendors preferred to use
plastic over paper bags. After the local ordinance was signed, 92 out of 120
randomly selected vendors preferred plastic over paper bags. Does this
indicate that vendors in that public market have less preference in using
paper bags? Use 0.05 level of significance.
Ho : p = 0.65
Ha : p < 0.65
_____, __________2. The school principal in a certain private junior high
school claimed that 35% of all students are in favor of the new PE uniform.
A research teacher asked his students to verify the claim. With this, 271 out
of 400 randomly selected students agreed to the new PE uniform.
Using α = 0.10 level, is there enough evidence to conclude that the
percentage of students who are in favor of the new PE uniform is different
from 35%?

10
 Ho : p = 0.35
Ha : p > 0.35
_____, __________3. A research found out that 5% of the senior high school
students in a certain school are working students. A researcher randomly
selected 35 out of 300 students who are working. Is there a percentage
increase in the number of senior high school students who are working? Use
α = 0.01 level.
Ho : p = 0.05
Ha : p ≠ 0.05
_____, __________4. Before the national elections, 75% of the voters in a
certain town said that they preferred older senatorial candidates running for
senatorial positions than younger candidates. After a certain survey was
conducted, 910 out of 1,300 randomly selected voters preferred older
senatorial candidates. Does this claim indicate that voters in that town have
a greater interest in older candidates than in younger ones? Use α = 0.05.
Ho : p = 0.75
Ha : p > 0.75
_____, __________5. A researcher claimed that 55% of elementary students
would rather play than read books during break time. Another researcher
was assigned to verify the claim. He randomly selected 300 students. Two
hundred seventy-four (274) of them said they would rather play during
break time than read books.
At 0.10 level, is there enough evidence to conclude that the percentage
of elementary students who would rather play than read books has changed
to 55%?
Ho : p = 0.55
Ha : p < 0.55

Activity 4: Use It in a Sentence!

Directions: Using the given problems in Activity 3, write the appropriate
null and alternative hypotheses in sentence form. Write your answers on the
blank provided.
i. Ho _______________________________________________________________________________________________
Ha _______________________________________________________________________________________________

ii. Ho _______________________________________________________________________________________________
Ha _______________________________________________________________________________________________

11
iii. Ho _______________________________________________________________________________________________
Ha _______________________________________________________________________________________________

iv. Ho _______________________________________________________________________________________________
Ha _______________________________________________________________________________________________

v. Ho _______________________________________________________________________________________________
Ha _______________________________________________________________________________________________

Activity 5: Tell me the Tail

Directions: In each problem below, give the null and alternative hypotheses
and identify whether it is right-tailed, left-tailed or two-tailed test.

1. A sample of 800 items produced on a new machine showed that 48 of

them are defective. The factory will get rid the machine if the data
indicates that the proportion of defective items is significantly more
than 5%. At a significance level of 10% does the factory get rid of the
machine or not?

2. A drug manufacturer claims that fewer than 10% of patients who take
its new drug for treating certain pneumonia will experience nausea.
In a random sample of 250 patients, 23 experienced nausea. Perform
a significance test at the 5% significance level to test this claim.

3. In a group of 375 Senior High School students, 40 were left-handed. Is

this significantly different from the proportion of all Senior High
School students who are left-handed, which is 12%?

4. In a random survey of 1000 households in Unlad Province, it is found

that 29% of the households have at least one member with a college
degree. Does this finding contradict the statement that the proportion
of all such households in Unlad Province is 35 percent? Test at α = .05
significance level.

5. In a random sample of 400 electronic gadgets, 14 were found to be

defective. The manufacturer wants to claim that less than 5% of all of
their games are defective. Test this claim at the 0.01 significance level.

12
 18
Activity 4 Use It in a Sentence
i. Ho: The proportion of public market vendors who preferred
using paper bags is 65%.
Ha: The proportion of public market vendors who preferred
using paper bags is less than 65%.
ii. Ho: The percentage of students who are in favor of the new PE
uniform is 35%.
Ha: The percentage of students who are in favor of the new PE
uniform is not equal to 35%.
iii. Ho: The percentage of senior high school working students is
5%.
Ha: The percentage of senior high school working students is
greater than 5%.
iv. Ho: The proportion of voters who preferred older candidates
than younger ones is 75%.
Ha: The proportion of voters who preferred older candidates
than younger ones is greater than 75%.
v. Ho: The percentage of elementary students who would rather
play than read books is 55%.
Ha: The percentage of elementary students who would rather
play than read books is not equal to 55%.
Activity 5. Tell me the Tail
1. 𝐻𝑜 : 𝑝 = 0.05 𝐻𝑎 : 𝑝 > 0.05 right-tailed
2. 𝐻𝑜 : 𝑝 = 0.10 𝐻𝑎 : 𝑝 < 0.10 left-tailed
3. 𝐻𝑜 : 𝑝 = 0.12 𝐻𝑎 : 𝑝 ≠ 0.12 two-tailed
4. 𝐻𝑜 : 𝑝 = 0.35 𝐻𝑎 : 𝑝 ≠ 0.35 two-tailed
5. 𝐻𝑜 : 𝑝 = 0.05 𝐻𝑎 : 𝑝 < 0.05 left-tailed
 Statistics and
Probability
Quarter 4 – Module 10:
Identifying Appropriate Test
Statistic Involving Population
Proportion
 Column A Column B
1. What is the survey  500 senior citizen

all about? residents

2. What percent of the  421 senior citizen

residents in the city  residents
are senior citizens?
 residents
3. How many senior in the city
citizen residents 
are actually surveyed?  senior citizen
residents
4. How many senior in the city
citizen residents 
own a cell phone?  senior citizen
residents
5. What variable describes who own
the population  a cell phone
in the situation?
 10 %
6. What variable serves of the residents
as the sample? 
 84.2% senior citizen
residents


What Is It

Dealing with various problems or situations oftentimes leads to
confusion. In this section, take note that problems involving proportions,
unlike in population mean and sample mean, never use terms such as
“average” and “mean” but “percentage” instead. Let us first define what
population proportion is.
Population Proportion and Sample Proportion
Population proportion (p) is a part of the population with a particular
attribute or trait expressed as a fraction, decimal, or percentage of the whole
population. In symbol:

7
 𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐦𝐞𝐦𝐛𝐞𝐫𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐩𝐨𝐩𝐮𝐥𝐚𝐭𝐢𝐨𝐧 𝐰𝐢𝐭𝐡 𝐚 𝐩𝐚𝐫𝐭𝐢𝐜𝐮𝐥𝐚𝐫 𝐚𝐭𝐭𝐫𝐢𝐛𝐮𝐭𝐞
p=
𝐧𝐮𝐦𝐛𝐞𝐫 𝐨𝐟 𝐦𝐞𝐦𝐛𝐞𝐫𝐬 𝐢𝐧 𝐭𝐡𝐞 𝐩𝐨𝐩𝐮𝐥𝐚𝐭𝐢𝐨𝐧

p= ____ %

Notice that in Matapat City, 10% (percentage is used) of the entire

residents are senior citizen. Therefore, the percentage of the senior citizen
residents represents the population proportion or percentage which
makes p = 10% = 0.10.
Similarly, among these senior citizens, what percentage owns a cell
phone? That illustrates the sample proportion, in symbol 𝒑 ̂ (read as “p
hat”) which is computed as follows:

no.of senior citizen residents with cell phone

̂=
𝒑
no.of senior citizen residents
421
̂=
𝒑
500
̂ = 0.84
𝒑
Sometimes, the sample proportion ( ̂𝒑) is stated directly, such as:
- “20% of the respondents” = 0.20
- “5% of the defective bulbs” = 0.05
- “50% of the Grade 12 students” = 0.50

To change percent to
decimal, see examples
below:
1. 12% = 0.12
2. 5% = 0.05
3. 12.5% = 0.125

On the other hand, there are cases where we still need to calculate 𝒑
̂.
Examples of these kinds are:
- “70 out of 200 residents are married.”
- “150 out of 500 listeners are interviewed.”
- “10 out of 1000 bulbs are defective.”
In this case, we need to solve for the value of the sample proportion
̂ (read as “p hat”).
𝒑
Sample proportion (𝒑 ̂ ) is the ratio of the number of elements in the
sample possessing the characteristics of interest over the number of
elements in the sample or n. It is computed by the formula:

𝑟𝑎𝑛𝑑𝑜𝑚 𝑣𝑎𝑟𝑖𝑎𝑏𝑙𝑒 𝑓𝑜𝑟 𝑡ℎ𝑒 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑠𝑢𝑐𝑐𝑒𝑠𝑠𝑒𝑠 𝑖𝑛 𝑛 𝑠𝑎𝑚𝑝𝑙𝑒𝑠 𝒙

̂=
𝒑 =
𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑡𝑟𝑖𝑎𝑙𝑠 𝑜𝑟 𝑡ℎ𝑒 𝑠𝑖𝑧𝑒 𝑜𝑓 𝑡ℎ𝑒 𝑠𝑎𝑚𝑝𝑙𝑒 𝒏
𝒙
𝑝̂ = 𝒏
8
 where: ̂ is the proportion of the number of successes in n samples
𝒑
and read as “p hat”.
x represents the number of “successes” in n samples; and
n represents the size of the sample.

The example below will help you understand better how we can easily
estimate the value of the sample proportion.
Remember that in a situation
describing a population
proportion/sample proportion, the
words “mean” or “average” are not
used.

Illustrative Example:
For a class project, a Grade 12 STEM student wants to estimate the
percentage of students in his school who are registered voters. From 45%
Grade 12 students, he surveys 500 students and finds that 200 are
registered voters. Determine the value of p and compute for the sample
proportion.
Solution:
The population proportion is the rate or percent used from the entire
Grade 12 students. Therefore:
Population Proportion, p = 45% = 0. 45
To find the sample proportion ( 𝒑̂ ), identify the ff:
Surveyed Grade 12 students = n = 500
Registered Grade 12 students = x = 200

Therefore, the sample proportion will be computed as follows:

number of registered Grade 12 students
Sample Proportion, 𝒑
̂=
number of Grade 12 students
200
̂=
𝒑
500
̂ = 0.4
𝒑

Using the Central Limit Theorem in Testing Population Proportion

When testing situations involving proportion, a percentage, or a
probability, the following assumptions must be considered:
1. The conditions for binomial experiment are met. That is, there is a fixed
number of independent trials with constant probabilities and each trial
has two outcomes that we usually classify as “success” (p) and
“failure” (q). The sum of p and q is 1. Hence, we can write p + q = 1 or
q = 1 – p.

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 2. The conditions np ≥ 5 and nq ≥ 5 are both satisfied so that the
binomial distribution of sample proportion can be approximated by a
normal distribution with 𝜇 = 𝑛𝑝 and 𝜎 = √𝑛𝑝𝑞. (However, the specific
number varies from source to source, some authors use 10 instead of 5
depending on how good an approximation one wants.)
Likewise, the second assumption served as the basis to determine
whether the sample size from the population proportion is sufficiently large
or not. Remember that this time, the condition that sample be large is not n
to be at “least 30” but it should satisfy the second assumption. For a large
size of sample proportions, the Central Limit Theorem (CLT) can be used.
Bear in mind that if the sample size is sufficiently large, then the mean of
the random sample from a population has a sampling distribution that is
approximately normal, even when the original distribution is normally
distributed and n ≥ 30.
Now, let us check the assumptions from the previous situation:
1. It is evident that the responses have only two outcomes: “registered
voter” (success) or “not registered voter” (failure). Therefore, the first
assumption is met.
2. To be able to satisfy the second condition, we find the hypothesized
value of the population proportion p = 0.45 while n = 500. To get q, q
= 1 – p which makes q = 1 – 0.45 = 0.55.

Through substitution, it shows that the second assumption is also

met, since:
np ≥ 5 and nq ≥ 5
500 (0.45) ≥ 5 and 500 (0.55) ≥ 5
225 ≥ 5 and 275 ≥ 5
Since we have shown that np ≥ 5 and nq ≥ 5, all conditions are met
where the sample size is truly large enough to use CLT. In this condition,
the test statistic to be used is the z-test statistic for proportions denoted by
Zcom or the computed z-value.
The z-Test Statistic for Population Proportion
𝑥̅ − 𝜇𝑥̅
Recall the z-score formula to be z = 𝜎𝑥̅
With np ≥ 5 and nq ≥ 5 and with the
𝑝𝑞
standard deviation of sample proportion be √ 𝑛
Substituting 𝑝̂ for 𝑥̅
p for 𝜇𝑥̅
𝑝𝑞
and √𝑛 for 𝜎𝑥̅

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 Therefore, the formula for the value of z-test statistic for population
proportion would be:

𝑝̂−𝑝 𝑝̂−𝑝
Zcom = or Zcom =
𝑝𝑞 𝑝 ( 1−𝑝 )
√𝑛 √
𝑛

where:
zcom is the z-test statistic for proportion.
𝑥
𝑝̂ is the sample proportion ( 𝑛 ).
p is the hypothesized value of the population proportion.
n is the sample size or the number of observations in the
sample.
q is equal to 1 – p.

Remember this formula because you are going to use this in Module
12 where the actual computation for the test statistic involving population
proportion will be held.

What’s More

Activity 3: I Can
Directions: In each item, complete the set of solutions.
1. The iCare Center for Internet & Society at Kaliwanagan Province
recently conducted a study analyzing the privacy management habits
of 80% teen internet users. In a group of 50 teens, 13 are reported to
have more than 500 friends on Facebook. Determine the value of p
and sample proportion 𝒑 ̂.

Solution:
𝒙
p = ___ % ̂=
𝒑
𝒏
= ____ ̂ = _____
𝒑
̂ = ______
𝒑

2. A student polls his school to see if students in Matapat Integrated

High School are pro or against the new legislation regarding the
prohibition of the use of cell phones in classroom. From 65% of the
students in the school, she surveys 600 students and finds that 480

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 Additional Activities

Activity 5: Think and Express

Directions: Carefully analyze and answer the following questions.
A. 1. Give 3 examples showing proportions.
2. Why is proportion considered a binomial variable?
B. Think of an opportunity that once knocked on your door but you did
not value. How did you feel about it?

“The opportunity to live a better life is in direct proportion to your

willingness to change.”
~Raphael ‘Doctah’ Love~

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