Department of Education – Schools Division Office of Cavite

Learning Resources Management Section

Emiliano Tria Tirona Memorial National Integrated High School

LEARNING ACTIVITY SHEET IN STATISTICS AND PROBABILITY

Name: ___________________________________ Grade & Section: ___________________

HYPOTHESIS TESTING
Quarter 4 – Week 1&2

Most Essential Learning Competency with code

1. The learner illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of
significance; (d) rejection region; and (e) types of errors in hypothesis testing.
(M11/12SP-IVa-1)
2. The learner formulates the appropriate null and alternative hypotheses on a
population mean. (M11/12SP-IVb-1)

Background Information for Learners

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.
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 .

To state the null and alternative hypotheses correctly:

1. Identify the parameter in a given problem.
2. Identify the claim to be tested that may show up in null or alternative hypothesis.
3. Translate the claim into mathematical symbols/notations.
4. Formulate first the null hypothesis (𝐻𝑜) then alternative hypothesis (𝐻𝑎) based on the
three different ways in writing hypothesis as illustrated below:
𝐻𝑜: 𝜇 = 𝑘 𝐻𝑜: 𝜇 ≤ 𝑘 𝐻𝑜: 𝜇 ≥ 𝑘
𝐻𝑎: 𝜇 ≠ 𝑘 𝐻𝑎: 𝜇 > 𝑘 𝐻𝑎: 𝜇 < 𝑘

Hypothesis-Testing Common Phrases

The only way to learn mathematics

is to do mathematics.
– Paul Halmos –
 Department of Education – Schools Division Office of Cavite
Learning Resources Management Section
Emiliano Tria Tirona Memorial National Integrated High School

Let us take an example from your previous activity.

“The survey shows that the number of students (n) who have parents with a house
of their own is less than 20.”
The claim used the word “less than” which as seen in the table above, corresponds to the
symbol (<). Therefore, the answer is n<20.

Illustrative Examples:
1. The average weight of all Grade 11 students in Senior High School is 169cm. Is
this claim true?
Solution: First, identify the parameter which is the mean height of all Grade 11 students.
Since it is a population mean, use the notation 𝝁. The claim in this example is that the average
weight is 169 cm which translates to 𝝁=𝟏𝟔𝟗 and is considered as null hypothesis. To formulate
the alternative hypothesis, write the complement/opposite of the null hypothesis which is the
average weight is not equal to 169 cm.
𝑯𝒐: The average weight of all Grade 11 students is 169 cm. / 𝑯𝑶:𝝁=𝟏𝟔𝟗 (claim)
𝑯𝒂: The average weight of all Grade 11 students is not 169 cm./ 𝑯𝒂:𝝁≠𝟏𝟔𝟗

2. The average price per square meter of a residential lot in an exclusive

subdivision is above ₱15,000. A buyer wants to test the agent’s claim.
Solution: In this hypothesis, the parameter is the average. Therefore, you will use the
symbol μ. The claim is above ₱15,000 can be written as μ > ₱15,000 and greater than falls at
alternative hypothesis, 𝑯𝒂:𝝁>₱𝟏𝟓,𝟎𝟎𝟎. Since you have already formulated the alternative, the
null hypothesis will be 𝑯𝒐:𝝁≤₱𝟏𝟓,𝟎𝟎𝟎 as a complement of >. You can also write your null
hypothesis as 𝑯𝒐:𝝁=₱𝟏𝟓,𝟎𝟎𝟎.
𝑯𝒐:𝝁≤₱𝟏𝟓,𝟎𝟎𝟎or 𝑯𝒐:𝝁=₱𝟏𝟓,𝟎𝟎𝟎
𝑯𝒂:𝝁>₱𝟏𝟓,𝟎𝟎𝟎 (claim)

The level of significance denoted by alpha or 𝜶 refers to the degree of significance in

which we accept or reject the null hypothesis.

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 is actually the area under the normal curve within the rejection region.

Two-tailed Test vs. One-tailed Test

✓ When the alternative hypothesis is two-sided like 𝐻𝑎: μ ≠ μ𝑜 , 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.

The only way to learn mathematics

is to do mathematics.
– Paul Halmos –
 Department of Education – Schools Division Office of Cavite
Learning Resources Management Section
Emiliano Tria Tirona Memorial National Integrated High School

Example 1: The school registrar believes that the average number of enrollees this school
year is not the same as the previous school year.
let 𝜇𝑜 be the average number of
enrollees last year.
𝐻𝑜 : 𝜇 = 𝜇𝑜
𝐻𝑎 : 𝜇 ≠ 𝜇𝑜

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 = 𝜇𝑜
𝐻𝑎 : 𝜇 < 𝜇𝑜

Example 2: A piggery owner believes that using organic feeds on his pigs will yield greater
income. His average income from the previous year was ₱120, 000. State the hypothesis and
identify the directional test.
In this example, the null hypothesis is 𝑯o∶𝝁=𝟏𝟐𝟎,𝟎𝟎𝟎 . You may notice that the hypothesis
used the phrase ‘greater income’ that is associated with greater than. Therefore, 𝑯𝒂∶𝝁>𝟏𝟐𝟎,𝟎𝟎𝟎.
This hypothesis uses inequality symbol (>) so it is one-tailed test and it uses greater than which
specifically called for the right-tailed test.
𝑯o∶𝝁=𝟏𝟐𝟎,𝟎𝟎𝟎 and 𝑯𝒂∶𝝁>𝟏𝟐𝟎,𝟎𝟎𝟎 (right-tailed test)

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.
Type I and Type II Errors

The only way to learn mathematics

is to do mathematics.
– Paul Halmos –
 Department of Education – Schools Division Office of Cavite
Learning Resources Management Section
Emiliano Tria Tirona Memorial National Integrated High School

Activity 1
Directions: State the null and the alternative hypotheses of the following statements.
1. A medical trial is conducted to test whether a new medicine reduces uric acid by 50% or
not.
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 ETTMNIHS 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 2
Directions: Formulate the null and alternative hypotheses using notations. Identify whether it is
one-tailed or two-tailed. If the hypothesis is one tailed, identify its direction whether it is left or
right.

1. The average salary of an accountant is ₱24,620 per month in the Philippines.

𝐻𝑜: ________________ 𝐻𝑎: __________________ _______-tailed test

2. A normal smartphone battery manufacturer claims that the mean life of a certain type of
battery is more than 650 hours.
𝐻𝑜: ________________ 𝐻𝑎: __________________ _______-tailed test

3. According to an international shipping company, a package from the US can arrive in Manila
in an average of less than 8 business days.
𝐻𝑜: ________________ 𝐻𝑎: _________________ _______- tailed test

4. The average price of a certain type of car is greater than ₱600,000.

𝐻𝑜: ________________ 𝐻𝑎: __________________ _______-tailed test

5. A research organization reports that the mean of adult grocery shoppers who never buy the
store brand in Metro Manila is 300.
𝐻𝑜: _________________ 𝐻𝑎: __________________ _______- tailed test

The only way to learn mathematics

is to do mathematics.
– Paul Halmos –
 Department of Education – Schools Division Office of Cavite
Learning Resources Management Section
Emiliano Tria Tirona Memorial National Integrated High School

Activity 3
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 ±1.311; computed t-value of −1.134
The computed t-value is at the __________ region.
3. critical t-value of 2.12; computed t-value of 2.15
The computed t-value is at the __________ region.
4. critical t-value of −2.306; computed t-value of −2.110
The computed t-value is at the __________ region.

Activity 4
Directions: Choose the letter that corresponds to the correct answer for each question
in the given situations.

Situation 1:
A quality control expert wants to test the null hypothesis that an imported solar panel is
an effective source of energy.

What would be the consequence of a Type I error in this context?

A. They do not conclude that the solar panel is effective when it is not actually effective.
B. They do not conclude that the solar panel is effective when it is actually effective.
C. They conclude that the solar panel is effective when it is actually effective.
D. They conclude that the solar panel is effective when it is not actually effective.

What would be the consequence of a Type II error?

A. They do not conclude that the solar panel is effective when it is not actually effective.
B. They do not conclude that the solar panel is effective when it is actually effective.
C. They conclude that the solar panel is effective when it is actually effective.
D. They conclude that the solar panel is 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.

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

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

What would be the consequence of a Type II error in this setting?

The only way to learn mathematics
is to do mathematics.
– Paul Halmos –
 Department of Education – Schools Division Office of Cavite
Learning Resources Management Section
Emiliano Tria Tirona Memorial National Integrated High School

The owner closes the pool when it needs to be closed.

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

In terms of safety, which error has more dangerous consequences in this

setting?
Type I Error
Type II Error

Performance Task
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.

Reflection/Self-Monitoring
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References:
Statistics and Probability – Alternative Delivery Mode (2021). Quarter 4 – Module 1: Testing
Hypothesis, pp. 1-34.
Statistics and Probability – Alternative Delivery Mode (2021). Quarter 4 – Module 3: Formulating
Appropriate Null and Alternative Hypotheses on a Population Mean, pp. 6-13.

Prepared by:
Alyssa Bianca B. Aguilar
Teacher II
ETTMNIHS – Kawit, Cavite

The only way to learn mathematics

is to do mathematics.
– Paul Halmos –