WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

SENIOR HIGH SCHOOL GRADE

Statistics and Probability 11

4
LEARNING QUARTER

MODULE WEEK 2

1
 MODULE IN
STATISTICS AND PROBABILITY

FOURTH QUARTER
WEEK 2

Hypothesis Testing About

Population Mean 𝝁 Using the
Critical Value Approach

Development Team
Writer: Michael G. Calipjo Jerick S. Paltong
Ma. Teresa R. Pascual Vanessa A. Miguel
Editors/Reviewers : Gerson Jeremy C. Antonio Myla Fei Martinez
Gregorio P. Agatep, Jr.
Illustrator: Vanessa A. Miguel
Lay-out Artist: Vanessa A. Miguel
Management Team: Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Marlyn S. Ventura

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 What I Need to Know

In this module, you will learn the different types of parametric tests and the assumptions
that must be observed from the data gathered for each type. You will also identify the
appropriate test statistic that must be utilized in a particular situation. In addition, you will also
formulate hypotheses that will be subjected to testing and learn the succeeding steps in
hypothesis testing.

Most Essential Learning Competencies (MELCs)

The learner:
1. formulates the appropriate null and alternative hypotheses on a population mean;
and
2. identifies 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.

OBJECTIVES:
At the end of the module, the student must be able to:
1. formulate the appropriate null and alternative hypotheses on a population mean;
2. identify the appropriate form of statistic to use; and
3. apply the procedures for a test of hypotheses concerning a single population
mean.

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 What I Know

Directions: Read the questions carefully and choose the correct answer.

For numbers 1-7, refer to the problem below.

The mean marrying age in the Municipality of Battuc is 25 years with a standard deviation
of 6 years. A group of researchers would like to know if several teenage marriages occur in
the municipality to help them plan for conducting seminars for the youth. A random sample of
50 marriage records was studied, and it was found that the mean marrying age in the
municipality is 20 years. Test the hypothesis that the mean marrying age is lower than 25 years
old using a 0.05 level of significance.

1. What is the alternative hypothesis for the problem?

A. 𝜇 = 25 B. 𝜇 ≠ 25
C. 𝜇 < 25 D. 𝜇 > 25

2. What is the population standard deviation?

A. 6 B. 20
C. 25 D. 50

3. How many samples were randomly taken for the new study?
A. 6 B. 20
C. 25 D. 50

4. What is the appropriate test statistic to be used?

A. t-test B. z-test
C. one tailed-test D. both t- and z-test

5. In view of the alternative hypothesis, what kind of test must be utilized?

A. One-tailed test
B. Two-tailed test
C. It cannot be determined
D. Whether it’s a one-tailed or a two-tailed test, it will give the same result.

6. This question is related to your answer in question 4. What is its critical value?
A. −1.96 B. −1.645
C. +1.645 D. +1.96

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7. What is the value of the test statistic?
A. −5.89 B. −4.51
C. 5.04 D. 7.15

8. In conducting a significance test in a single mean, what is the appropriate test statistic
to be utilized for samples that are less than 30?
A. t-test B. z-test
C. two-tailed test D. both t- and z-test

9. Which of these assumptions must be observed for a t-test?

I. The sample size is greater than 30.
II. The population standard deviation 𝜎 or 𝜎 2 is unknown.
III. There is a sufficiently large sample size from a population with known
variance.
IV. Samples have been randomly selected from a normal population using
simple random sampling.
A. I and II only B. I, II, and IV
C. I, II, and III D. II, III, and IV

10. Which of the following best describes the Central Limit Theorem?
A. It is a basis for sampling in Statistics. It emphasizes that the sampling distribution
of the mean of sample data will be normal or nearly normal if the sample size is
large or adequate.
B. It states that if you have a population mean and a standard deviation and you take
sufficiently large random samples from the population, the distribution of the
sample means will be approximately normally distributed.
C. It states that having a sufficiently large sample size from a population with finite
variance, the mean of all the samples from the same population will be
approximately equal to the mean of the population. Moreover, the mean of the
sample data will be closer to the mean of the overall population.
D. All of the above

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 HYPOTHESIS TESTING
LESSON
ABOUT POPULATION MEAN 𝝁
1 USING THE CRITICAL VALUE
APPROACH

What’s In
Activity 1. The Missing Piece
Directions: In each puzzle piece, write word(s) or phrase(s) related to hypothesis testing.

Using the words or phrases that you wrote,

create a definition for hypothesis testing in
1-2 sentences.
_________________________________
_________________________________
_________________________________
_________________________________

Photo taken from https://stock.adobe.com/ph/search?k=5+puzzle+pieces&asset_id=298980336

What’s New
In hypothesis testing, it is customary to make and follow a decision model. On our
end, we will use the following steps in hypothesis testing as our decision model.

Steps in Hypothesis Testing

1. State the hypotheses.
2. Determine the test statistic to use.
3. Determine the level of significance, degrees of freedom,
and critical value(s).
4. Compute the value of the test statistic.
5. Make a decision.
6. Draw a conclusion.

In this lesson, we will focus on number 2—determining the test statistic to use. We will
answer the essential question, “How can we identify the appropriate form of the test statistics
to be used?”.

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 What Is It

Hypothesis testing enables us to prove or disprove any given hypothesis. It provides

us empirical evidence or a strong basis before making conclusions or generalizations about
problems or interests under investigation.

IDENTIFYING THE APPROPRIATE FORM OF TEST STATISTIC

The two most common tests of hypothesis in testing significant differences are the z-
test and the t-test. They fall under the parametric tests, including certain assumptions, such
that samples are chosen randomly from normal populations with known variance, and the data
used are either interval or ratio scale.

z-test

The z-test is a test for significant differences between means or averages.

The z-test can be used when the following assumptions are observed in the
data gathered:

a. Population standard deviation 𝜎 or 𝜎 2 is known or assumed to be known.

b. Sample size is 𝑛 ≥ 30.
c. Samples have been randomly selected from a normal population using
simple random sampling.

It is a test ideally used for larger samples.

The z-test includes two cases. First is a one-sample test that compares the population
mean 𝜇 and the sample mean 𝑥̅ . The second case is a two-sample test that examines the
differences between two groups of samples (𝑛1 and 𝑛2 ). Two-sample test is used to determine
if two population means are different when the variances are known.

t-test

The t-test can be used when the following assumptions are observed in the
data:

1. The population standard deviation 𝜎 or 𝜎 2 is unknown. However, the

sample standard deviation can be determined.
2. Sample size 𝑛 < 30.
3. Samples have been randomly selected from a normal population using
simple random sampling.

The t-test is ideal for smaller samples. Just like the z-test, the t-test also has two cases:
one sample and two samples.

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 Central Limit Theorem

The Central Limit Theorem (CLT) states that having a sufficiently large sample size
from a population with finite variance, the mean of all the samples from the same population
will be approximately equal to the mean of the population. Moreover, with a sample size of at
least 30, the mean of the sample data will be closer to the mean of the population.

Furthermore, all the samples will then follow an approximately normal distribution.
Hence, the CLT is a basis for sampling in Statistics. It emphasizes that the sampling
distribution of the mean of sample data will be normal or nearly normal if the sample size is
large or adequate. Having large enough samples can be a basis for more conclusive results
in a study.

Let us consider the following examples. For each item, we will answer the question,
“What is the appropriate form of test statistic to be used?”.

Example 1.

Previous research studies show that the average life span of Filipinos has been 71
years with a standard deviation of 5 years. Suppose new research is conducted about the
average life span of Filipinos. The researcher has computed an average life span of 60 years
among random samples of 55 individuals in terms of their recorded age of death. What is
the appropriate test of hypothesis? Will there be a significant difference in the population mean
in terms of the average lifespan and the sample mean of the new average life span? The
researcher wishes to be 95% accurate in the results.

Answer: The test that is appropriate to be used is the z-test. The sample size of 55 is greater
than 30, and the population standard deviation is assumed to be known. The problem
involves z-test using one sample which is comparing the population mean 𝜇 and the
sample mean 𝑥̅ .

Example 2.

A researcher from ST University would like to know if the mean IQ of incoming first-
year students who will take accountancy as a program is still equal to 108 based on previous
records of the admission office. Suppose the researcher took 25 sample records of first-year
students currently enrolled, and the mean IQ is known to be 106 with a standard deviation
of 20. Is it sufficient to say that the mean IQ of first-year students taking up accountancy is
now lower than 108?

Answer: The t-test is appropriate because the sample size is 25, which is lesser than 30, and
the sample standard deviation is known. The problem illustrates the first case of the
t-test, which is comparing the population mean 𝜇 and the sample mean 𝑥̅ of one
sample.

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Example 3.
An investor is interested in determining the overall profit from a stock index composed
of 2 000 stocks. He can take a random sample of at least 40 stocks to be analyzed. The
mean profit from these random samples can estimate the whole stock index and are assumed
to be normally distributed.

Answer: The CLT is to be used. The sample size of at least 40 random samples is considered
sufficient for the CLT to hold. A sufficiently large sample size can predict the
characteristics of a population accurately. In addition, it was mentioned in the problem
that the mean profit from these random samples can estimate the whole stock index
and are assumed to be normally distributed.

Example 4.

ImmUNO capsule was advertised from previous studies as a good source of zinc and
Vitamin C. The average amount of zinc and Vitamin C in the capsule is known to be 100mg.
However, a group of consumers claimed that the average amount of zinc and Vitamin C in the
capsule is less than 100mg. A researcher from DOH has taken 20 random samples of the
capsule and found out that the average amount of zinc and Vitamin C in the capsule is 98mg
with a standard deviation of 2mg. Is there enough evidence to believe the claim? Test the
hypothesis that the average amount of Vitamin C in the capsule s less than 100mg at a 0.05
level of significance.

Answer: The appropriate test for the problem is the t-test because the sample size of 20 is
less than 30. Moreover, the sample standard deviation was given. Thus, the
conditions for the t-test are satisfied.

Example 5.

According to a previous study, the average length (number of days) of pregnancies is

268 days. A group of medical-interns from LCGH wants to test this claim and interviewed 40
randomly selected mothers from the hostipal. It was found out that the average length of
pregnancies is 270 days with a standard deviation of 5 days. Will the number of samples be
sufficient for the study to make a conclusive result? Is the sample mean a valid representation
of the population mean?

Answer: The sample size of 40 is large enough to utilize the CLT. Since the sample is
sufficiently large, the sample standard deviation can be a used as a substitute to the
unknown population standard deviation. Hence, the study will give a conclusive result.

Example 6.

The average IQ of first-year students admitted to a certain college was 100 for the
previous years, with a standard deviation of 8. Fifty freshmen took the IQ test, and the
results showed that the average IQ is 95. Test the hypothesis that the average IQ of the
freshman is no longer 100. Use 0.05 level of significance.

Answer: The appropriate test is the z-test because the sample size of 50 is more than 30.
Moreover, the population standard deviation is known.

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CONDUCTING HYPOTHESIS TESTING ON A POPULATION MEAN 𝝁 USING THE
CRITICAL VALUE APPROACH

Before we proceed to hypothesis testing, let us have a short lesson on small sample
test and large sample test on population means. Here are the things that we need to
remember.

𝒛 − 𝒕𝒆𝒔𝒕 𝒕 − 𝒕𝒆𝒔𝒕 CLT

The test ideally used for
The test ideally used for large The test ideally used for small
sufficiently large samples
samples (𝑛 ≥ 30) samples (𝑛 < 30)
(𝑛 ≥ 30)
The CLT is to be used when
the data is not from a normal
distribution and the
The z-test is used when the The t-test is used when the
population variance is
data are assumed to be from data are assumed to be from
unknown. In this case, the
a normal population with a a normal population with
sample variance can be a
known variance unknown variance
good approximation
substitute for the unknown
population variance
The formula for the 𝑧-test is: The formula for the 𝑡-test is: The formula for the 𝑧 is:

𝑥̅ − 𝜇 𝑥̅ − 𝜇 𝑥̅ − 𝜇
𝑧= 𝜎 𝑡= 𝑠 𝑧= 𝑠
√𝑛 √𝑛 √𝑛
where, where, where,
𝑥̅ is the sample mean 𝑥̅ is the sample mean 𝑥̅ is the sample mean
𝜇 is the population mean 𝜇 is the population mean 𝜇 is the population mean
𝜎 is the population standard 𝑠 is the sample standard 𝑠 is the sample standard
deviation deviation deviation
𝑛 is the sample size 𝑛 is the sample size 𝑛 is the sample size

The value of 𝑥̅ is usually the result of new studies or researches. Meanwhile, 𝜇 refers
to the population mean which is a result of studies done previously with either a known or
unknown variance. On the other hand, 𝑛 refers to the sample size or the number of
respondents in the study.

• The normal curve and table of values (see Appendix A and B on pages 21-22)
are the bases in deciding whether to reject or fail to reject the null hypothesis.

If the alternative hypothesis

uses “not equal” (≠), then
the test is a two-tailed and
considers a ± critical value
based on a level of
*The ±𝑧𝛼 is the critical value taken from the z-table used in z-test.
significance level (𝛼).
* The ±𝑡𝛼 is the critical value taken from the t-table used in t-test

Figure 1. The z- and t-test rejection region for a two-tailed test

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 If the alternative hypothesis
uses “less than” (<), the test
is a negative one-tailed
normal curve where the
critical value is negative (−).

*The −𝑧𝛼 is the critical value taken from the z-table used in z-test.
* The −𝑡𝛼 is the critical value taken from the t-table used in t-test.

Figure 2. The z-test rejection region for a negative one-tailed test

If the alternative hypothesis

uses “greater than” (>), the
test is a positive one-tailed
normal curve where the
critical value is positive (+).

*The 𝑧𝛼 is the critical value taken from the z-table used in z-test.
* The 𝑡𝛼 is the critical value taken from the t-table used in t-test.

Figure 3. The z-test rejection region for a positive one-tailed test

If the obtained computed value is within the nonrejection region (NRR), the decision is
to fail to reject the null hypothesis. If the computed value falls in the rejection region (RR), then
the decision is to reject the null hypothesis.
Remarks: This lesson will be further discussed in your next module.

Now, we are ready to proceed and follow the steps in hypothesis testing. Let us
consider the following scenarios.

Example 1:

Cole created a webpage to advertise her products online. Based on previous records,
it was noticed that the average number of clicks on the webpage is 1000, with a variance of
100. She decided to redesign the webpage to help increase her sales. After 60 days that the
new web page was launched, Cole noticed that the average number of clicks is 1050. Test
the hypothesis that the average number of clicks is more than 1000 at a 0.05 level of
significance. Did the redesigned webpage attract more customers to visit the page?

Step 1: State the hypotheses.

The average number of clicks on the webpage is equal to
𝐻0 : 𝜇 = 1000
1000.
The average number of clicks on the webpage is more than
𝐻1 : 𝜇 > 1000
1000.
This is a one-tailed test since the alternative hypothesis uses the “greater than” (>)
symbol.

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Step 2: Determine the test statistic to use.
We use the z-test since 𝑛 = 60 (greater than 30), and the population variance (100) is
known. This means we can determine the population standard deviation, which is equal to 10.

Step 3: Determine the level of significance, critical value, and the decision rule.
𝛼 = 0.05, one-tailed
𝑧 − 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 = 1.645 (See Appendix A on page 22)

Decision rule: Reject 𝐻0 if 𝑧 > 1.645

Step 4: Compute the 𝑧 statistic.

𝑥̅ −𝜇 1050−1000
𝑧= 𝜎 = 10 = 38.73
√𝑛 √60

Step 5: Since the computed value 38.73 is greater than the critical value of 1.645 and falls in
the rejection region, the decision is to reject the null hypothesis.

Step 6: It is sufficient to support the claim that the average number of clicks on the webpage
is more than 1000 at a 0.05 level of significance. Hence, the redesigned webpage
helped attract more clicks and views from customers.

Example 2.

Records from the Registrar Office of St. Paul College show that the mean IQ of the
first-year students taking up the accountancy program is 108 with a standard deviation of
20. A researcher took 33 sample records of the first-year students enrolled in the accountancy
program and found out that the mean IQ of the students is 102. Test the hypothesis that the
mean IQ of the first-year students enrolled in the accountancy program is no longer 108. Use
0.05 level of significance to test the hypothesis.

Step 1: State the hypotheses.

The mean IQ of the first-year students enrolled in the

𝐻0 : 𝜇 = 108
accounting program is 108.
The mean IQ of the first-year students enrolled in the
𝐻1 : 𝜇 ≠ 108
accounting program is not 108.
This is a two-tailed test since the alternative hypothesis uses the “not equal” (≠)
symbol.

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Step 2: Determine the test statistic to use.

We use the z-test since 𝑛 = 33 (greater than 30) and the known population standard
deviation is 20.

Step 3: Determine the level of significance, critical value, and the decision rule.
𝛼 0.05
= = 0.025, two-tailed
2 2
𝑧 − 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 = ±2.24 (See Appendix A on page 22)

Decision rule: Reject 𝐻0 if 𝑧 > 2.24 or 𝑧 < −2.24

Step 4: Compute the 𝑧 statistic.

𝑥̅ −𝜇 102−108
𝑧= 𝜎 = 20 = −1.72
√𝑛 √33

Step 5: Since the computed value −1.72 is greater than the critical value −2.24 and falls in the
nonrejection region, then the decision is to fail to reject the null hypothesis.

Step 6: The result of the test suggests that the null hypothesis should not be rejected. There
is not enough evidence to conclude that the mean IQ of the freshmen accounting
students is no longer 108.

Example 3.

ImmUNO capsule was advertised from previous studies as a good source of

zinc and Vitamin C. The average amount of zinc and Vitamin C in the capsule is known
to be 100mg. However, a group of consumers claimed that the average amount of zinc
and Vitamin C in the capsule is less than 100mg. A researcher from DOH has taken
20 random samples of the capsule and found out that the average amount of zinc
and Vitamin C in the capsule is 98mg with a standard deviation of 2mg. Is there
enough evidence to believe the claim? Test the hypothesis that the average amount
of Vitamin C in the capsule s less than 100mg at a 0.05 level of significance.

13
Step 1: State the hypotheses.

The average amount of zinc and Vitamin C in the capsule

𝐻0 : 𝜇 = 100
is 100mg.
The average amount of zinc and Vitamin C in the capsule
𝐻1 : 𝜇 < 100
is less than 100mg.
This is a one-tailed test since the alternative hypothesis uses the “less than” (<)
symbol.

Step 2: Determine the test statistic to use.

We use the t-test since 𝑛 = 20 (less than 30) and the population standard deviation is
unknown but the sample standard deviation is known to be 2.

Step 3: Determine the level of significance, degrees of freedom, critical value, and the decision
rule.
𝛼 = 0.05, one-tailed
𝑑𝑓 = 𝑛 − 1 = 20 − 1 = 19
𝑡 − 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 = −1.729 (See Appendix B on page 23)

Decision rule: Reject 𝐻0 if 𝑡 < −1.729

Step 4: Compute the 𝑡 statistic.

𝑥̅ −𝜇 98−100
𝑡= 𝑠 = 2 = −4.47
√𝑛 √20

Step 5: Since the computed value −4.47 is less than the critical value −1.729 and falls in the
rejection region, then the decision is to reject the null hypothesis.

Step 6: The result of the test suggests that the null hypothesis should be rejected. There is a
sufficient evidence to conclude that the average amount of Vitamin C and zinc in the
capsule is less than 100mg.

14
Example 4.

According to a previous study, the average length (number of days) of

pregnancies is 268 days. A group of medical-interns from LCGH wants to test this
claim and interviewed 40 randomly selected mothers from the hostipal. It was found
out that the average length of pregnancies is 270 days with a standard deviation of 5
days. Test the hypothesis that the average length of pregnancies is more than 268
days. Use 0.01 level of significance.
Step 1: State the hypotheses.

𝐻0 : The average length of pregnancies is 268 days. 𝜇 = 268

𝐻1 : The average length of pregnancies is more than 268 days. 𝜇 > 268
This is a one-tailed test since the alternative hypothesis uses the “greater than” (>)
symbol.

Step 2: Determine the test statistic to use.

We use the z-test since 𝑛 = 40 (greater than 30). The population standard
deviation is unknown but we can use the sample standard deviation as an
approximation substitute for the unknown since the sample is sufficiently large.
Step 3: Determine the level of significance, critical value, and the decision rule.
𝛼 = 0.01, one-tailed
𝑧 − 𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒 = 2.33 (See Appendix A on page 22)

Decision rule: Reject 𝐻0 if 𝑧 > 2.33

Step 4: Compute the 𝑧 statistic.

𝑥̅ −𝜇 270−268
𝑧= 𝑠 = 5 = 2.53
√𝑛 √40

Step 5: Since the computed value 2.53 is greater than the critical value 2.33 and falls in the
rejection region, then the decision is to reject the null hypothesis.

Step 6: The result of the test suggests that the null hypothesis should be rejected. There is a
sufficient evidence to conclude that the average amount of Vitamin C and zinc in the
capsule is less than 100mg.
*Remarks: Steps 4, 5 and 6 will be further discussed in the next chapter

15
 What’s More

ACTIVITY 2. Is It Appropriate?

A. Identify the appropriate test to be used and then explain your answer in no more than
three sentences.

1. A random sample of 45 female smokers yields an average heartbeat of 78 beats per

minute (bpm). Past researches showed that the average heartbeat of female smokers
is 73 bpm with a standard deviation of 7. Test the hypothesis that the average heartbeat
of women smokers is greater than 73 bpm at ‘0.05 level of significance.
____________________________________________________________________
__________________________________________________________________

2. It has been claimed from previous studies that the mean Mathematics grade of
students taking up the Engineering program is 92. Records from the Dean’s Office yield
a mean Math grade of 90 with a standard deviation of 8 from a random sample of 15
Engineering students. Test the hypothesis that the mean Math grade of students taking
up Engineering is no longer 92 at 0.05 level of significance.
____________________________________________________________________
__________________________________________________________________

B. Formulate the appropriate null and alternative hypotheses (written in both words and
symbols) of the items in A.
1.
In words In symbols
𝐻0 :
𝐻1 :

2.
In words In symbols
𝐻0 :
𝐻1 :

C. Using Appendix A on page 20, fill in the missing values in the table.

𝑯𝟏 𝜶 type of test z-critical value

𝜇 ≠ 94 0.025 (1) ±2.24
𝜇 < 217 0.05 (2) (3)
𝜇 > 100 (4) one-tailed +2.33
𝜇 ≠ 88 0.05 two-tailed (5)

16
 What I Have Learned

The two most common tests of hypothesis in testing significant differences are the z-
test and the t-test. Certain assumptions must be observed from the data gathered for each
type of test.

The z-test can be used when the following assumptions are observed in the data
gathered:

• Population standard deviation 𝜎 or 𝜎 2 is known or assumed to be known.

• Sample size is 𝑛 ≥ 30.
• Samples have been randomly selected from a normal population using simple
random sampling.

The t-test can be used when the following assumptions are observed in the data:

• The population standard deviation 𝜎 or 𝜎 2 is unknown. However, the sample

standard deviation can be determined.
• Sample size 𝑛 < 30.
• Samples have been randomly selected from a normal population using simple
random sampling.

The Central Limit Theorem (CLT) states that having a sufficiently large sample size
from a population with finite variance, the mean of all the samples from the same population
will be approximately equal to the mean of the population and that all the samples will then
follow an approximately normal distribution. It emphasizes that having a large enough sample
can be a basis for more conclusive results in a study.

In hypothesis testing, it is customary to make and follow a decision model. The

following are the steps in hypothesis testing:

1. State the hypotheses.

2. Determine the test statistic to use.
3. Determine the level of significance, degrees of freedom, and critical value(s).
4. Compute the value of the test statistic.
5. Make a decision.
6. Draw a conclusion.

17
 What I Can Do

ACTIVITY 3. Written Work

Directions: Read the problems below and do what is asked. Write your answer on a separate
sheet of paper.

1. The records of SCA Registrar show that the average final grade in Mathematics for
STEM students is 91 with a standard deviation of 10. A group of student-researchers
found out that the average final grade of 37 randomly selected STEM students in
Mathematics is no longer 91. Use 0.05 level of significance to test the hypothesis.

A. State the hypotheses.

B. Determine the test statistic to use.
C. Determine the level of significance, critical value, and the decision rule.
D. Compute the value of the test statistic.
E. Make a decision.
F. Draw a conclusion.

2. The average zone of inhibition (in mm) for mouthwash H as tested by medical technology
students has been known to be 9mm. A random sample of 10 mouthwash H was tested
and the test yielded an average zone of inhibition of 7.5 mm with a variance of 25mm. Is
there enough reason to believe that the antibacterial property of the mouthwash has
decreased? Test the hypothesis that the average zone of inhibition of the mouthwash is
no less than 9mm using 0.05 level of significance.

A. State the hypotheses.

B. Determine the test statistic to use.
C. Determine the level of significance, critical value, and the decision rule.
D. Compute the value of the test statistic.
E. Make a decision.
F. Draw a conclusion.

18
 Assessment
Directions: Read the questions carefully, then choose the best answer from the given choices.

1. What is the critical value of a two-tailed z-test with a significance level of 0.10?
A. ±1.645 B. ±1.70
C. ±1.96 D. ±2.575

2. Which of these assumptions is not true for a t-test?

A. It is a test ideally used for large samples.
B. The sample standard deviation is determined.
C. The population standard deviation 𝜎 or 𝜎 2 is unknown.
D. The population standard deviation 𝜎 or 𝜎 2 is unknown. The sample standard
deviation is determined.

For numbers 3-5, refer to the problem below.

Customers of Aces Powdered Milk claim that the average weight is no longer
the advertised amount. Random samples of 10 packs of the milk brand were taken for
testing, and it was found that the average weight is 235g with a standard deviation of 8.
Based on past studies, the average weight of the powdered milk was 250g. Test the
hypothesis that the average weight of the Aces Powdered Milk is no longer 250g. Use
0.05 as the level of significance.

3. What is the sample standard deviation?

A. 8 B. 10
C. 235 D. 250

4. How many samples were randomly selected for the new study?
A. 8 B. 10
C. 235 D. 250

5. With respect to the alternative hypothesis, what is the appropriate test statistic that must
be administered?
A. t-test B. z-test
C. one-tailed-test D. two-tailed test

For numbers 3-5, refer to the problem below.

The mean height of the toddlers attending the Sama-Summer Dance Class is
93 cm with a standard deviation of 13 cm. One dance triner is a Math enthusiast and
wishes to conduct research on the mean height of the toddlers attending the dance class
this year. She chose a random sample of 52 toddlers and found out that the mean height
is 88 cm. Test the hypothesis that the mean height of the toddlers is no longer 93 using
a 0.10 level of significance.

19
6. What is the appropriate alternative hypothesis for the problem?
A. 𝜇 = 93 B. 𝜇 < 93
C. 𝜇 ≠ 93 D. 𝜇 > 93

7. What is the population standard deviation?

A. 10 B. 13
C. 52 D. 88

8. What is the appropriate test statistic that must be administered?

A. t-test
B. z-test
C. one-tailed test
D. two-tailed test

9. What is the critical value?

A. −1.28 B. +1.28
C. ±1.645 D. ±1.96

10. What is the value of the test statistic?

A. −4.51 B. −2.77
C. −0.975 D. 2.635

20
Answer Key

21
Appendix A
Table for Commonly Used levels of Significance and Their Critical Values for 𝒛

Level of Type of Test

Significance (𝜶) One-tailed (<) One-tailed (>) Two-tailed
.10 −1.28 +1.28 ±1.645
.09 −1.34 +1.34 ±1.70
.08 −1.41 +1.41 ±1.75
.07 −1.48 +1.48 ±1.81
.06 −1.55 +1.55 ±1.88
.05 −1.645 +1.645 ±1.96
.04 −1.75 +1.75 ±2.05
.03 −1.88 +1.88 ±2.17
.025 −1.96 +1.96 ±2.24
.02 −2.05 +2.05 ±2.33
.01 −2.33 +2.33 ±2.575

How to use the table?

To find the critical value for z, you have to identify the the intersection of the level of
significance 𝛼 (in the rows) and the appropriate type of test (in the columns). For example,
we are doing a two-tailed test using 0.02 level of significance.

Level of Type of Test

Significance (𝜶) One-tailed (<) One-tailed (>) Two-tailed
.10 −1.28 +1.28 ±1.645
.09 −1.34 +1.34 ±1.70
.08 −1.41 +1.41 ±1.75
.07 −1.48 +1.48 ±1.81
.06 −1.55 +1.55 ±1.88
.05 −1.645 +1.645 ±1.96
.04 −1.75 +1.75 ±2.05
.03 −1.88 +1.88 ±2.17
.025 −1.96 +1.96 ±2.24
.02 −2.05 +2.05 ±2.33
.01 −2.33 +2.33 ±2.575

The critical value for 𝑧 is ±2.33.

22
Appendix B
Table for 𝒕-critical values

𝒅𝒇 O n e - Ta i l e d T w o - Ta i l e d

𝜶 = 𝟎. 𝟏𝟎 𝜶 = 𝟎. 𝟎𝟓 𝜶 = 𝟎. 𝟎𝟐𝟓 𝜶 = 𝟎. 𝟎𝟏 𝜶 = 𝟎. 𝟏𝟎 𝜶 = 𝟎. 𝟎𝟓 𝜶 = 𝟎. 𝟎𝟏

1 3.078 6.314 12.706 31.821 6.314 12.706 63.656

2 1.886 2.920 4.303 6.965 2.920 4.303 9.925
3 1.638 2.353 3.182 4.541 2.353 3.182 5.841
4 1.533 2.132 2.776 3.747 2.132 2.776 4.604
5 1.476 2.015 2.571 3.365 2.015 2.571 4.032
6 1.440 1.943 2.447 3.143 1.943 2.447 3.707
7 1.415 1.895 2. 365 2.998 1.895 2.365 3.499
8 1.397 1.860 2.306 2.896 1.860 2.306 3.355
9 1.383 1.833 2.262 2.821 1.833 2.262 3.250
10 1.372 1.812 2.228 2.764 1.812 2.228 3.169
11 1.363 1.796 2.201 2.718 1.796 2.201 3.106
12 1.356 1.782 2.179 2.681 1.782 2.179 3.055
13 1.350 1.771 2.160 2.650 1.771 2.160 3.012
14 1.345 1.761 2.145 2.624 1.761 2.145 2.977
15 1.341 1.753 2.131 2.602 1.753 2.131 2.947
16 1.337 1.746 2.120 2.583 1.746 2.120 2.921
17 1.333 1.740 2.110 2.567 1.740 2.110 2.898
18 1.330 1.734 2.101 2.552 1.734 2.101 2.878
19 1.328 1.729 2.093 2.539 1.729 2.093 2.861
20 1.325 1.725 2.086 2.528 1.725 2.086 2.845
21 1.323 1.721 2.080 2.518 1.721 2.080 2.831
22 1.321 1.717 2.074 2.508 1.717 2.074 2.819
23 1.319 1.714 2.069 2.500 1.714 2.069 2.807
24 1.318 1.711 2.064 2.492 1.711 2.064 2.797
25 1.316 1.708 2.060 2.485 1.708 2.060 2.787
26 1.315 1.706 2.056 2.479 1.706 2.056 2.779
27 1.314 1.703 2.052 2.473 1.703 2.052 2.771
28 1.313 1.701 2.048 2.467 1.701 2.048 2.763
29 1.311 1.699 2.045 2.462 1.699 2.045 2.756
30 1.310 1.697 2.042 2.457 1.697 2.042 2.750

How to use the table?

To find the critical value for 𝑡, you have to identify the the intersection of the degrees
of freedom 𝑑𝑓 (in the rows) and the level of significance 𝛼 with the appropriate type of test
(in the columns). For example, we are doing a two-tailed test using 0.01 level of significance
with a degrees of freedom of 13. The critical value for 𝑡 is 3.012.

23
References
Arceo, V.R., et.al. 2016. Math in Today’s World Statistics and Probability. Phoenix Publishing
House, Inc.

“The z-test”. Accessed May 8, 2021

http://courses.washington.edu/psy315/tutorials/z_test_tutorial.pdf

”The Role of Probability”, Wayne W. LaMorte. Accessed May 9, 2021

https://sphweb.bumc.bu.edu/otlt/MPH
Modules/BS/BS704_Probability/BS704_Probability12.html

“Large Sample Tests for a Population Mean”, LibreTexts. Accessed May 9, 2021
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a_Population_Mean#:~:text=There%20are%20two%20formulas%20for,sample%20standard
%20deviation%20is%20used.

“Using the z-distribution to Find the Standard Deviation in a Statistical Sample”, Deborah J.
Rumsey. Accessed May 9, 2021 https://www.dummies.com/education/math/statistics/using-
the-z-distribution-to-find-the-standard-deviation-in-a-statistical-sample/

“Hypothesis Testing: Upper-, Lower and Two Tailed Tests”, Wayne W. LaMorte. Accessed on
May 12, 2021 https://sphweb.bumc.bu.edu/otlt/mph-modules/bs/bs704_hypothesistest-
means-proportions/bs704_hypothesistest-means-proportions3.html

“Central Limit Theorem”, Akhilesh Ganti. Accessed May, 20, 2021.

https://www.investopedia.com/terms/c/central_limit_theorem.asp#:~:text=Sample%20sizes%
20equal%20to%20or,characteristics%20of%20a%20population%20accurately.

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