Republic of the Philippines

Department of Education
Region III – DIVISION OF PAMPANGA
EMIGDIO A. BONDOC SENIOR HIGH SCHOOL
Cluster VI
Moras Dela Paz, Sto. Tomas, Pampanga

Lesson Title: INTRODUCTION TO HYPOTHESIS TESTING

Grade Level: Grade 11 BUTTERCUP

Date and Time: February 24, 2025 7:00 am – 8:00 am

Lesson Length: 1 HOUR

I. Analyze Learners

Learners’ general characteristics:

The lesson is designed for grade 11 students. The class is composed of 16 males and 17 females age ranges from 15 –
17 years old. 90% of the students are visual learners and know how to solve simple to average mathematical problem.
10% of the students are logical and mathematical learners and can identify patterns and alternate solution in solving.
The students minimal prior knowledge in hypothesis testing.

Entry characteristics:
I. The students in this class are students from 11 STEM - Buttercup. These students have adjusted to the
SHS Teachers’ pedagogy.

Learning styles:
 Although the class is comprised of students of all learning styles, most students in this class are visual
learners.

II. State Standards and Objectives

This lesson is designed to meet standards Statistics and Probability.
The standards covered in this lesson plan include:
Objective 1: M11/12SP-IVa-1
To illustrate:
(a) null hypothesis
(b) alternative hypothesis
(c) level of significance
(d) rejection region; and
(e) types of errors in hypothesis testing
Objective 2: M11/12SP-IVb-1
To formulate the appropriate null and alternative
hypotheses on a population mean.
Objective 3: To develop love and appreciate scientific research.
Objective 4: To construct a critique paper on a scientific research journal.

Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered strategies have been designed for this lesson
and hands on teaching strategy.
Inquiry - Guided Instruction - Through inquiry, students actively discover information to support
their investigations.
Socratic Method – Teacher and students ask questions to stimulate critical thinking and to draw out
ideas and underlying presuppositions.
Integrating Technology – The teacher will use slide presentation.
 Technology and Materials. Laptop with internet connection, Slide presentation
Media
Laptop
Slide Presentation
IV. Utilize Technology, Media, and Materials

Prepare the materials: The teacher will set up laptop and television which will be tested before the class
starts.

Prepare the environment: The teacher will check the classroom 10 minutes before the class starts.

Prepare the learners: The students will be informed about the objectives of the class. They will also be
informed about the assessment after the discussion. By doing this, students will be comfortable when the class begins.
(INDICATOR2: Ensure the positive use of ICT to facilitate the teaching and learning process)

V. Require Learner Participation

Student participation in this lesson will be needed, since prior knowledge is needed.
(Indicator 3: Use a range of teaching strategies that enhance the learner achievement in literacy and numeracy
skills.)

Inquiry - Guided Instruction

Present the essential questions:
1. How much is better?
2. In mathematics, when can you say that two numbers do not have a difference? If two numbers
have a difference?
Socratic Method
Identify the underlying situational problems given the following questions:
(Indicator 1- Apply knowledge off content within and across curriculum learning area (SCIENCE AND
SOCIAL SCIENCE.)
1. Is the earth warming up?
2. Will a new medication lower a person’s blood pressure?
3. Will new teaching technique is better than a traditional one?
4. Can seminars on ethics decrease the discrimination in the work place?
Lecture – Discussion
- Present examples of experimental problems:
o Does the presence of a certain kind of mycorrhizal fungus enhance the growth of a
certain kind of plant?

o Do two types of music, OPM and KPOP, have different effects

upon the ability of college students to perform a series of mental tasks requiring

concentration?
 o Do two strains of mice, A and B, differ with respect to their ability to learn to avoid
an aversive stimulus?

Statistical Hypotheses
 Statements of circumstances in the population that the statistical process will examine and decide the likely
truth or validity
 Statistical hypotheses are discussed in terms of the population, not the sample, yet tested on samples
 Based on the mathematical concept of probability
 Null Hypothesis
 The case when the two groups are equal; population means are the same
 Null Hypothesis = H0
 This is the hypothesis actually being tested
 H0 is assumed to be true
 Alternative Hypothesis
 The case when the two groups are not equal; when there is some treatment difference; when
other possibilities exist
 Alternative Hypothesis = H1 Or Ha

State the null and alternative hypothesis in words and in symbols.

1. A medical researcher is interested in finding out whether a new medication will have any undesirable side
effects. The researcher is particularly concerned with the pulse rate of the patients who take the medication.
Will the pulse rate increase, decrease, or remain unchanged after a patient takes the medication?
2. A chemist invents an additive to increase the life of an automobile battery. If the mean lifetime of the
automobile battery without the additive is 36 months.
3. A contractor wishes to lower heating bills by using a special type of insulation in houses. If the average of the
monthly heating bills is
Php 4 000.

Students will answer the following on their notebooks. (Indicator 6: Apply a range of successful strategies that
maintain learning environments that motivates the learners to work productively by assuming
responsibility on their own leaning.
4. A researcher thinks that if expectant mothers use vitamin pills, the birth weight
of the babies will increase. The average birth weight of the population is 8.6 pounds.
5. An engineer hypothesizes that the mean number of defects can be decreased in a
manufacturing process of compact disks by using robots instead of humans for
certain tasks. The mean number of defective disks per 1000 is 18.
6. A psychologist feels that playing soft music during a test will change the results
of the test. The psychologist is not sure whether the grades will be higher or
lower. In the past, the mean of the scores was 73.

Level of Significance
 Need to decide on a Significance Level:
 The probability that the test statistic will reject the null hypothesis when the null hypothesis is true
 Significance is a property of the distribution of a test statistic, not of any particular draw of the statistic
 Determines the Region of Rejection
 Generally 5% or 1%
Type 1 and 2 Errors

Type I Error
 H0 = drug has no effect
 H1 = drug has an effect
 Reject H0 and instead claim H1 is correct, so claim that the drug has an effect when indeed it does not.
 Therefore the drug is falsely claimed to have an effect.

Type II Error

 We do not reject a null hypothesis that is false.

 Like a false negative
 E.g., thought the drug had no effect, when it actually did
 The probability of a Type II error is given by the Greek letter beta (β). This number is related to the power or
sensitivity of the hypothesis test, denoted by 1 – β

Students will be asked to draw a curve with 99%, 95% and 90% confidence interval.

The critical value separates the critical region from the noncritical region. The symbol
for critical value is C.V.

The critical or rejection region is the range of values of the test value that indicates
that there is a significant difference and that the null hypothesis should be rejected.

The noncritical or nonrejection region is the range of values of the test value that
indicates that the difference was probably due to chance and that the null hypothesis
should not be rejected.

(Indicator 4: Use effective verbal and non-verbal classroom communication strategies to support learner
understanding, participation, engagement and achievement.)
*Students will raise their “sadness” if they do not understand, do not want to participate or white “Joy” to
indicate if they understand or want to participate.
Present the post shared by the Sibol Agham Society on their facebook page.
 VI. Evaluate and Revise

PERFORMANCE TASK:
Students will be grouped by heterogeneity ability with 3 members each group. Each group will collaborate in writing
and presenting the critique paper in class.

(Indicator 8: Planned and delivered teaching strategies that are responsive to the special educational needs of
learners in difficult circumstances*, including: geographic isolation; chronic illness; displacement due to armed
conflict, urban resettlement or disasters, child abuse and child labor practices)

(Indicator 5: Maintain supportive learning environment that nurture and inspire learners to participate,
cooperate and collaborate continued learning.)

GOAL: To write a critique paper about the assigned scientific research.

ROLE: STEM Researchers
AUDIENCE: Teachers and fellow STEM Students
SITUATION: You are expected to write a critique paper based on the discussion on hypothesis testing and have a
brief discussion on this.
PRODUCT: A critique paper with 4 parts which answers the following questions:
1. Describe
a. What is the title of the research and who are the authors?
b. What are the underlying problems of the research?
c. What are the hypotheses?
2. Analyze
a. How did the researcher answer the research questions?
b. What scientific procedure/s is/are present?
3. Interpret
a. How will the research contribute to the different fields?
4. Assess
a. What is your judgement on the research paper?
b. If you will be the researcher, what will you do differently?

*2 learners with giftedness in mathematics will do the task and critique the paper of Sebastian Mark G.
Nunag of Grade 12 Amethyst. One of the Top 5 Regional Qualifier for TUKLAS: A Research Project under
Physical Science (Individual Category)
(Indicator 7: Design, adapt and implement strategies that are responsive to learners with disabilities, giftedness
and talents.)

Students will be graded using the rubric below:

A (5) B (4) C (3) D/F (2/1)

Focus: Purpose Purpose is clear Shows awareness of Shows limited No awareness
purpose awareness of purpose
Main idea Clearly presents a main There is a main idea Vague sense of a main No main idea
idea and supports it supported throughout idea, weakly supported
throughout the paper. most of the paper. throughout the paper.

Organization: All paragraphs have clear Most paragraphs have Some paragraphs have Paragraph lack clear ideas
Paragraphs ideas, are supported with clear ideas, are supported clear ideas, support
examples and have smooth with some examples and from examples may be
transitions. have transitions. missing and transitions
are weak.
Grammar & Excellent grammar, A few errors in grammar, Shows a pattern of Continuous errors
Mechanics spelling, syntax and spelling, syntax and errors in spelling,
punctuation. punctuation, but not grammar, syntax and/or
many. punctuation. Could
 also be a sign of lack of
proof-reading.

Presentation(30 Sources are exceptionally Sources are well Sources support some The paper does not use
Points) well-integrated and they integrated and support claims made in the adequate research or if it
support claims argued in the paper’s claims. There paper, but might not be does, the sources are not
the paper very effectively n may be occasional errors, integrated well within integrated well. They are
the presentation. but the sources and the paper’s argument. not cited correctly
Quotations and Works Works Cited (24-20 according to the Works
Cited points) Cited page.
(30 – 25 pts) (19 – 15 points) 14 – 10 points)

Prepared by:

OFELIA B. DAVID
SST - III

Checked by:

BELINDA M. CABRERA
Subject Group Head – MT II

Approved by:

MARLENE C. GARCIA
OIC- SCHOOL HEAD

Emigdio A. Bondoc Senior High School

Moras Dela Paz, Sto. Tomas, Pampanga

045 - 901 6057