Republic of the Philippines

Department of Education
MIMAROPA Region
SCHOOLS DIVISION OF ORIENTAL MINDORO
SAN MARIANO NATIONAL HIGH SCHOOL
San Mariano. Roxas, Oriental Mindoro

Statistics and Probability

Quarter 4 – Week 2

Self-Learning Module 2
IDENTIFYING APPROPRIATE TEST
STATISTIC AND REJECTION
REGION
 There are many situations wherein we test hypothesis concerning means.
For instance, there is a claim that the mean of a population is equal to 𝝁. A
random sample of size n has been selected with a mean of X. We want to find
out whether there is a significant difference between 𝝁 and X. When we say
significant difference, we mean that the difference is statistically significant.
In these module, we shall learn how to determine a significant difference
exists between the sample mean and the population mean using the z-test and
t-test of one-sample mean.
After going through this module, you are expected to:
1. Identify the appropriate form of the test-statistic when:
a. the population variance is assumed to be known;
b. the population variance is assumed to be unknown; and
c. the Central Limit Theorem is to be used.
2. Identify the appropriate rejection region for a given level of
significance when:
a. the population variance is assumed to be known;
b. the population variance is assumed to be unknown; and
c. the Central Limit Theorem is to be used.
(M11/12SP-IVc-1)

What I Know
Before studying this module, take this test to determine what you
already know about the topic covered.
A. Table Completion: Supply the missing parts of the table with the
appropriate values.
Confidence Coefficients/
�
Confidence Level Critical Values (z-values)
�
in Two-Tailed
90
1. 0.10
%
2. z = ±1.96 3.
99 4. 5.
%

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B. Matching Type. Pair the elements in Column A with elements in Column
B. Write the letter of the correct answer on a separate sheet of
paper.

Lesson
2
Identifying Appropriate Test Statistic

In many instances when we are testing hypotheses, we want to find out

if the mean difference is statistically significant or not. The z-test can be used
for this purpose. Generally, the z-test and t-test is used when it satisfies the
given conditions.

In these lesson, we shall learn how to identify what is the appropriate

test statistic to be used given the following conditions and compute the test
statistic. We shall also learn how to determine if a significant difference exists

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between the sample mean and the population mean using the z-test and t-test
of one-sample mean.

What’s In

The different forms of hypothesis were already stated on our previous

discussion. It is very vital for the researcher to know the difference between
null hypothesis and alternative hypothesis. Formulating appropriate null and
alternative hypothesis is just the beginning of the hypothesis testing exercise.
To fully execute hypothesis testing, we will be needing various stages before
making decision.
Aside from formulating hypothesis, this lesson will also utilize the idea
of solving standard normal score which is also part of the discussion about the
normal distribution.

What is It

Definition of Terms
Test Statistic – a statistical way of testing a hypothesis whether to reject the
null hypothesis and it also compares your data with what is
expected under the null hypothesis.
z – test – a statistical way of testing hypothesis given the following conditions:
- if the sample size n is large enough, population mean 𝝁 and the
population variance 𝝈𝟐 are known.
- if the sample size n is large enough, population mean 𝝁 is known,
and the population variance 𝝈𝟐 is unknown. (by applying Central
Limit Theorem sample variance 𝒔𝟐 may be used as an estimate value
of the population variance 𝝈𝟐)
t – test – a statistical way of testing hypothesis given the following conditions:
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) but the population
variance 𝝈𝟐 is known.
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) but the population
variance 𝝈𝟐 is unknown. (If we assume that the sample comes from a

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 normally distributed population, then the sample variance 𝒔𝟐 can be
used to estimate population variance 𝝈𝟐.)

* Remember that the standard deviation σ is equivalent to the square root of

the variance σ2.
Test Statistic Formula

𝜇𝑜 = hypothesized value of the mean

n = sample size
𝑛1, 𝑛2 = sample size of two different groups
𝑥̅ = sample mean
𝑥1, 𝑥̅2 = sample mean two different groups
𝜎 = population standard deviation / 𝜎2 (population variance)
𝑠 = sample standard deviation / 𝑠2 (sample variance)
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 𝑠1, 𝑠2 = sample standard deviation two different groups

Example 1:
Solve for the test statistic.
“The heart rates of 50 patients in an ICU have mean 95.3 beats/min and
standard deviation 16.9 beats/min. Are heart rates from ICU patients unusual
given normal heart rate has mean of 72 beats/min with a significance of .01?”
Given:
𝜇𝑜 = 72 beats/min. ~ normal heart rate
n = 50 patients ~ number of patients being surveyed
*The sample size of 50 patients is large enough for the Central Limit
Theorem to satisfy the assumption that the sampling distribution of means is
normal.
𝑥̅ = 95.3beats/min. ~ heart rate of 50 patients
𝜎 = unknown ~ therefore we will be using t-test
𝑠 = 16.9 beats/min. ~ sample standard deviation
𝛼 = .01 ~ significance level *this will be essential
on our next topic
Solution:
x−µ o ~ the appropriate test statistic to use is
z-test, since the distribution is normal, we
z= σ
can use s as an estimator of 𝝈.
√n
95.3−72
z = 16.9 ~ substitute all the given
√50
95.3−72
z = 16.9
7.071
23.3
z=
2.39
z = 9.75 ~ test statistic
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* Central Limit Theorem states that for a sample which is large enough the
value of t – test is approximately equal to the value of z – test as the sample
size increases. In this case we can use s as an estimator of 𝝈.

Example 2:
Solve for the test statistic.
“The school nurse thinks the average height of 11th graders has
increased. The average height of an 11th grader five years ago was 158 cm
with a standard deviation of 20 cm. She takes a random sample of 200 students
and finds that the average height of her sample is 160 cm with a standard
deviation of 17cm. Are 11th graders now taller than those 11th graders
before?”
Given:
𝜇𝑜 = 158 cm ~ height of 11th graders five years ago
n = 200 students ~ number of 11th graders who were surveyed
𝑥̅ = 160 cm ~ height of 11th graders who were surveyed
𝜎 = 20 cm ~ standard deviation of 11th graders height
five years ago
𝑠 = 17 cm ~ sample standard deviation
Solution:
x−µ o ~ the appropriate test statistic to use is
z= σ z-test, since the 𝝈 is known.
√n
160−158 ~ substitute all the given; even the s is
z= 20 given we opt to use σ since it describes
the population
√200
160−158
z= 20
14.14
2
z=
1.414
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 z = 1.41 ~ test statistic

Example 3:
Solve for the test statistic.
“It is hypothesized that the cost of making a movie is Php 24.6 million.
This year a random sample of 15 movies has shown the average cost of Php
28.3 million with a standard deviation of Php 9.5 million. At 0.01 level of
significance, is the hypothesized cost true?”
Given:
𝜇𝑜 = 24.6 million ~ hypothesized cost of making a movie
n = 15 movies ~ number of movies
𝑥̅ = 28.3 million ~ cost of making a movie this year
𝑠 = 9.5 million ~ sample standard deviation

Solution:
~ the appropriate test statistic to use is
x−µ o
t-test, since the sample size n < 30 and
t= s the 𝝈 is unknown .
√n
28.3−24.6 ~ substitute all the given; even the s is
t= 9.5 given we opt to use σ since it describes
√15 the population

28.3−24.6
t= 9.5
3.87
3.7
t=
2.45
t = 1.51 ~ test statistic

What’s More

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Problem Solving. Read and analyze the given problem then answer the
following questions.
1. A random sample of n = 30 is taken from a normally distributed
population with a mean of µ = 80 and standard deviation of σ = 5. Given
the sample mean and standard deviation of 𝑥̅ = 77 and s = 3.3
respectively. Solve for test statistic.
List all the given: Solution:

𝜇𝑜 =
n =
𝑥̅ =
𝜎 =
𝑠 =
2. A student assistant administer an exam for the incoming Grade 11 ABM
students. Fifteen incoming Grade 11 ABM students were selected
randomly, and the result were as follows mean score of 90 with standard
deviation of 10. The population parameters are µ = 83 and σ =15.
List all the given: Solution:
𝜇𝑜 =
n =
𝑥̅ =
𝜎 =
𝑠 =

What I Have Learned

Test Statistic – a statistical way of testing a hypothesis whether to reject the

null hypothesis and it also compares your data with what is
expected under the null hypothesis.
z – test – a statistical way of testing hypothesis given the following conditions:
- if the sample size n is large enough, population mean 𝝁 and the
population variance 𝝈𝟐 are known.
- if the sample size n is large enough, population mean 𝝁 is known,
and the population variance 𝝈𝟐 is unknown. (by applying Central

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 Limit Theorem sample variance 𝒔𝟐 may be used as an estimate value
of the population variance 𝝈𝟐)
t – test – a statistical way of testing hypothesis given the following conditions:
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) but the population
variance 𝝈𝟐 is known.
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) but the population
variance 𝝈𝟐 is unknown. (If we assume that the sample comes from a
normally distributed population, then the sample variance 𝒔𝟐 can be
used to estimate population variance 𝝈𝟐.)

Lesson
3
Identifying Appropriate Rejection Region

In this lesson, you are going to learn about test direction, rejection
region, and level of significance which are very important in making decisions
about the claim or hypothesis. Recall that the normal curve evolved from the
probability distribution. With the area under the curve being equal to 1, it has
become a mathematical model in hypothesis testing.

What’s In

In your previous lessons, you learned about the different elements or

things that you must consider before conducting a hypothesis testing. One of
those elements is the illustration of rejection region or also known as critical
region. It is a region under the curve where the value of the test statistic lies
for which we will reject the null hypothesis.
Examples of distribution highlighting the rejection region.

Non- Directional Directional (One- Directional (One-

(Two- Tailed Test) Tailed, Left Tail) Tailed, Right Tail)

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 What is It

Rejection region or critical region plays an important role in conducting

hypothesis testing. Aside from showing the area where we can decide whether
null hypothesis is to reject or not, it also gives us the opportunity to determine
if an error is being committed in hypothesis testing.

Steps in Illustrating Rejection Region

1. Draw a normal distribution testing means.
2. Identify the test statistic to be used.
a. Use z – test
- if the sample size n is large enough, population mean 𝝁 and the
population variance 𝝈𝟐 are known.
- if the sample size n is large enough, population mean 𝝁 is known,
and the population variance 𝝈𝟐 is unknown. (by applying Central
Limit Theorem sample variance 𝒔𝟐 may be used as an estimate value
of the population variance 𝝈𝟐)
b. Use t – test
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) but the population
variance 𝝈𝟐 is known.
- if the sample size n is less than 30 ( 𝒏 < 𝟑𝟎 ) but the population
variance 𝝈𝟐 is unknown. (If we assume that the sample comes from a
normally distributed population, then the sample variance 𝒔𝟐 can be
used to estimate population variance 𝝈𝟐.)
3. Determine the critical value (one-tailed) or values (two-tailed).
Note: There is a line that separates the rejection region (𝜶) from the
non-rejection region (𝟏 − 𝜶). The line should be drawn from the

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 curve down straightly to the point (critical value) on the baseline of
the normal distribution.
4. Shade the region from the critical value towards the tail of the
distribution.
Remember that there are three commonly used confidence level in hypothesis
testing and these are 90%, 95%, and 99%. The tables below show the
corresponding critical value/s and alpha level of the three commonly used
confidence level.
Test statistic: z-test

Confidence Critical Values Critical Value Critical Value

𝜶
Level (2- Tailed) (1-Tailed Left) (1-Tailed Right)
90 z = ±1.645 z = −𝟏. 𝟐𝟖 z = 𝟏. 𝟐𝟖 0.10
%
95 z = ±1.96 z = −𝟏. 𝟔𝟒𝟓 z = 𝟏. 𝟔𝟒𝟓 0.05
%
99 z = ±2.575 z = −𝟐. 𝟑𝟑 z = 𝟐. 𝟑𝟑 0.01
%
Test statistic: t-test

t -Table

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Example 1:
“A teacher from Libertad Senior High School developed an Online
Problem- Solving Test to assess the effectivity of using online platforms in
problem-solving ability of the students. 50 randomly senior high school
students need to be selected. In this sample, 𝑥̅ = 78 and 𝑠 = 12. The mean 𝜇
and the standard deviation of the population used in the standardization of the
test were 75 and 15, respectively. Use the 95% confidence level to illustrate
the rejection region.”

Steps Illustration
1. Draw a normal
distribution
testing means.

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2. Identify the test Since n =50 is large enough, 𝜇 = 75 is given, and 𝜎 =
statistic to be 15 is known. (the square of standard deviation is
used. variance 𝝈𝟐)
Therefore, the test statistic to be used is z-test.
3. Determine the The problem does not specify the direction to which
critical value the hypothesis will be leading. It means that the test is
(one-tailed) or Two-Tailed Non-directional.
values (two- Confidence Level: 95%
tailed). Critical Values: 𝒛 = ±𝟏. 𝟗𝟔

4. Shade the region

from the critical
value towards the
tail of the
distribution.

Example 2:
“The owner of Masiyahin, a water refilling station, sells a particular
bottled water and claims that the average capacity of their product is 500 ml.
To test the claim, a consumer group gets a sample of 100 such bottles and test
if the result will be less than the claim. After calculating the capacity of each
bottle, the group found out that the mean capacity is 497 ml and the standard
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deviation is 4ml. Use the 99% confidence level to illustrate the rejection
region.”

Steps Illustration
1. Draw a normal
distribution
testing means.

2. Identify the test Since n=100 is large enough, 𝜇 = 500 𝑚𝑙 is given, and
statistic to be 𝜎 is unknown. By applying Central Limit Theorem, 𝑠
used. = 4𝑚𝑙 can be used as an estimate value of population
standard deviation 𝜎.
Therefore, the test statistic to be used is z-test.
3. Determine the The problem specifies the direction (less than) to
critical value which the hypothesis will be leading. It means that the
(one-tailed) or test is One-Tailed Directional. (Left)
values (two- Confidence Level: 99%
tailed). Critical Values: 𝒛 = −𝟐. 38

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 4. Shade the
region from the
critical value
towards the tail
of the
distribution.

Example 3:
“A school nurse claims that the average weight of Grade 11students is
60kgs. The HOPE teacher randomly selects 24 Grade 11 students and measure
their weight. The computed mean is 57kgs and a standard deviation of 5.0kgs.
Do the collected data present sufficient evidence to indicate that the
average weights of the Grade 11 students are different from 60kgs? Use 0.10
level of significance (alpha level) and assume that the population follows
normal distribution.”

Note: Illustrate the rejection region only.

Steps Illustration
1. Draw a normal
distribution
testing means.

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2. Identify the test Since n=24 is a small sample, 𝜇 = 60𝑘𝑔𝑠 is given, and
statistic to be 𝜎 is unknown. By assuming that the population follows
used. normal distribution, 𝑠 = 5.0𝑘𝑔𝑠 can be used as an
estimate value of population standard deviation 𝜎.
Therefore, the test statistic to be used is t-test.
3. Determine the The problem does not specify the direction to which the
critical value hypothesis will be leading. It means that the test is
(one-tailed) or Two-Tailed Non-directional.
values (two- Degree of freedom (df) = n -1 = 24 – 1 = 23
tailed). Confidence Level: 90%
Critical Values: 𝑡 = ±𝟏. 𝟕𝟏𝟒

4. Shade the
region from the
critical value
towards the tail
of the
distribution.

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 What’s More

Sketch and Locate

Locating test statistic. (a) Draw the normal curve. (b) Locate the given
test statistic. (c) Determine whether the test statistic will fall on the rejection
region or not. (follow the steps in illustrating critical region)
1. z= 2, 95% confidence, two-tailed

(a and b)

(c)

2. t= -2.34, df = 22, 99% confidence, one-tailed left

(a and b)

(c)

What I Have Learned

Steps in Illustrating Rejection Region

1. Draw a normal distribution testing means.
2. Identify the test statistic to be used.
3. Determine the critical value (one-tailed) or values (two-tailed).

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 4. Shade the region from the critical value towards the tail of the
distribution.

References
Books:
Belecina, R.R.; Baccay, E.S.; Mateo, E.B., Statistics and Probability, First
Edition, Rex Book Store
Frost, Jim. Statistics by Jim: Making Statistics Intuitive.
https://statisticsbyjim.com/glossary/significance-level/.
Sevilla, Consuelo G. Research Methods. (C.M. Recto Avenue Manila,
Philippines: Rex Bookstore, 2009) 14 – 19.
Statistics for analytics and data science: Hypothesis testing and Z-test vs. T-
test. (2020, August 6). Analytics Vidhya.
https://www.analyticsvidhya.com/blog/ 2020/06/statistics-analytics-
hypothesis-testing-z-test-t-test/.
Department of Education. Division of Pasig City
Department of Education – Region IV-A CALABARZON

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