PRIVATE EDUCATION ASSISTANCE COMMITTEE

ADAPTIVE TEACHING GUIDE

Most Essential Topic # 9: Fundamental Concepts of Hypothesis Testing

Lesson # 1: Concepts of Hypothesis Testing

Prerequisite Content Knowledge The teacher – participants should know the concept of hypothesis and inequalities.

The teacher – participants should know how to properly write inequalities; translate statements into mathematical symbols; and
Prerequisite Skill
formulate an educated guess from a given situation. Communication, Problem Solving, & Critical Thinking Skills

Prerequisite Assessment
Note: The teacher – participants will do the activity to determine the pre – requisite content knowledge and skill about the fundamental concepts of hypothesis testing.
Content Knowledge Skill
Word Web. Determine the concepts related to hypothesis. A. Represent each of the following statements as an algebraic inequality:
1. x is at most 25. 2. y is at least 12.
3. n is less than 15. 4. p is not equal 45.
B. The two questions are about factors affecting plant growth. For each question,
write an appropriate hypothesis that could be tested with an experiment.
1. What effect does the amount of light have on plant growth?
2. What effect does the amount of water have on plant growth?
Answer Key:
1. x ≤ 25 3. n < 15
2. y ≥ 12 4. p ≠ 45

Note: It is necessary to emphasize to the teacher – participants the relevance of formulating hypotheses and the significance of inequalities on the fundamental concepts of
hypothesis testing.
Pre–lesson Remediation Activity
The teacher - participants will be provided with video tutorials, short discussions, and drills focusing on the concepts and processes of hypothesis and inequalities crucial to
understanding fundamental concepts in hypothesis testing.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Note: The teacher – participants who still have not mastered the pre – requisite content knowledge and skills will be given additional learning resources such as reading
materials, video tutorials, etc. to develop their understanding about the concepts of hypothesis and inequalities.
Discussion on the following:
● Hypothesis - A statement about the nature of a population.
● Inequalities - A relationship between two expressions or values that are not equal to each other.

Video Links
● Hypothesis Song (“Love Yourself”) – Ben Laddy: https://www.youtube.com/watch?v=HZ9xZHWY0mw
● Introduction to Inequalities – Math with Mr. J.: https://www.youtube.com/watch?v=VLxGvhm-myQ
● Writing Inequalities – Simplify the Middle: https://www.youtube.com/watch?v=nfPdxAw6Qzg

Drills. Represent each of the following statements as an algebraic inequality,

1. m is more than 10. Answer: m > 10
2. x is at least 15. Answer: x ≥ 15
3. The variable n is at most 9. Answer: n ≤ 9
4. k is not equal to 72. Answer: k ≠ 72
5. e is greater than 5. Answer: e > 5

Introduction

The lesson is expected to be implemented in 2 hours. It aims to make learners illustrate (a) null hypothesis; (b) alternative hypothesis; (c) level of significance; (d) rejection
region; and (e) types of errors in hypothesis testing. The teacher - participant is provided with a real-life situation and is tasked to give their hypothesis on the given situations.
Through situational analysis, the teacher - participants will analyze various claims and answer if the claims be rejected or not.

Making decisions to various claims is very significant in statistics. A statistician's profession includes making statistical judgments about populations based on population
samples. These claims will be analyzed and decided by a statistician, whether it should be rejected or failed to be rejected. This is referred to as "hypothesis testing," and it
entails collecting and analyzing data from a sample. The statistician then decides whether there is enough evidence to reject the null hypothesis based on data analyses. In this
lesson, you will learn more about the concepts surrounding hypothesis testing.

For questions and clarifications you can contact me through this email juan.dela.cruz@gmail.com or +639xxxxxxxxx.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Teacher - Participant’s Experiential Learning

Formative Questions For Teacher – Participants

Chunk 1: Definition of Terms
● Lesson Presentation using Slide Deck and Meeting Conference Tool about the definition of terms related to the fundamental concepts
of hypothesis testing.
Drawing Attention to Meaning
The learner is provided with a real-life situation and is tasked to give their hypothesis on this situation.
● Consider a person on a trial for a criminal offense. What decisions can the judge be able to make?

Note: The judge's decision-making process revolves around evaluating evidence to either find the person guilty (reject the null hypothesis)
or find the person innocent (fail to reject it). These two statements represent the two hypotheses significant in the hypothesis testing. But
Note: The following questions will to understand more about these hypotheses let’s have the following situations.
be answered by the teacher -
participants to gauge their Prompting Connections to Prior Knowledge
understanding of the concept: Situational Analysis
Determine if the following statements are true or false.
1. What is null and alternative ● Mathematics is the most difficult subject.
hypothesis? ● All Filipinos are good singers.
2. What are the possible ● Some students who perform well in Mathematics but do not perform well in English.
outcomes of a hypothesis
test? Note: The first two statements are False since we can provide a counterexample. However, on the third statement, we can’t clearly decide
3. How to identify the rejection if it is True or False. The trainer should emphasize that for us to know if the third statement is true or false, we need to use the test of
region? hypothesis.

Prompting Effortful Thinking

Interactive Discussion/ Inductive Method

Note: Go back to the third statement. Ask the trainer to describe the statement, does it represent equality or inequality. Since it represents
an inequality, it is the alternative hypothesis and the opposite of it is the null hypothesis. Then, present the definition.

Null and Alternative Hypothesis

PRIVATE EDUCATION ASSISTANCE COMMITTEE

Null Hypothesis (H0)

A statement of no difference between sample means or proportions or no difference between a sample mean or proportion and a
population mean or proportion. In other words, the difference equals 0.

Alternative Hypothesis (Ha)

A claim about the population that is contradictory to H0 and what we conclude when we reject H0.

Mathematical Symbols Used in H0 and Ha:

H0 Ha
not equal (≠)
equal (=) less than (<)
more than (>)

Note: The trainer should emphasize to the teacher - participants that the null hypothesis is commonly represented by an equal sign and its
alternative does not always its opposite which is the not equal sign because it can also be represented as less than or more than. If a
teacher – participant asked about the use of less than or more than on the null hypothesis, the trainer should answer that it is still possible,
but it is not that commonly used. Then, the trainer should show that the hypothesis can also determine the tail of the normal distribution to
be used.

H0 Ha
not equal (≠)

equal (=)
PRIVATE EDUCATION ASSISTANCE COMMITTEE

less than (<)

more than (>)

Using Examples and Nonexamples

Example 1.
H0: ⍴ = 0.45 (45 percent of the registered voters in Calamba City, Laguna voted in the presidential election.)
Ha: ⍴ > 0.45 (More than 45 percent of the registered voters in Calamba City, Laguna voted in the presidential election.)

Question: How do you present a hypothesis?

Quick Check: Situational Analysis

State the null and alternative hypotheses.
1. A medical trial is conducted to test whether or not a new medicine reduces cholesterol by 30 percent.

Answer:
H0: ⍴ = 0.30 (The new medicine does not reduce cholesterol by 30 percent.)
Ha: ⍴ ≠ 0.30 (The new medicine reduce cholesterol by 30 percent.)

Example 2.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

We want to test whether the mean GPA of students in Philippine Universities is different from 2.0 (out of 4.0). The null and alternative
hypotheses are the following:
H0: μ = 2.0 (The mean GPA of students in Philippine Universities is not different from 2.)
Ha: μ ≠ 2.0 (The mean GPA of students in Philippine Universities is different from 2.)

Quick Check: Situational Analysis

Fill in the correct symbol (=, ≠, ≥, <, ≤, >) for the null and alternative hypotheses.
1. We want to test whether the mean height of eighth-graders is 54 inches. State the null and alternative hypotheses.
H0: μ ___ 54
Ha: μ ___ 54
2. We want to test if it takes fewer than 43 minutes to teach a lesson plan. State the null and alternative hypotheses.
H0: μ ___ 43
Ha: μ ___ 43

Answers:
1. H0: μ = 54 (The mean height of eighth-graders is 54 inches.)
Ha: μ ≠ 54 (The mean height of eighth-graders is not 54 inches.)

2. H0: μ = 43 (It takes 43 minutes (or more) to teach a lesson plan. )

Ha: μ < 43 (It takes fewer than 43 minutes to teach a lesson plan.)

Note: The trainers should emphasize to the teacher - participants the use of real - world scenarios as examples or non – examples.

Video Tutorials
● Statistics: Introduction to Hypothesis Testing
https://www.youtube.com/watch?v=plAiYXYaqY0
● Difference between Null and Alternate Hypothesis in Research |
Examples | MIM Learnovate
https://www.youtube.com/watch?v=xM_FGDdsPxQ

Note: Emphasize to the teacher – participants that they can use supporting learning resources such as video tutorials to enhance the
teaching – learning process.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Prompting Effortful Thinking

Interactive Discussion

Outcomes and the Type I and Type II Errors

When you perform a hypothesis test, there are four possible outcomes depending on the actual truth, or falseness, of the null hypothesis
H0 and the decision to reject or not. The outcomes are summarized in the following table:

H0 is actually
Decision
True False
Do not reject H0 Correct Outcome Type II error
Reject H0 Type I error Correct Outcome

Note: The teacher – participants should be reminded that it is crucial to avoid these errors.

Using Examples and Nonexamples

Example 3.
State the Type I and Type II errors. Identify the possible Type I or Type II errors that will be possibly committed. Suppose the null
hypothesis, H0: Antonio's rock-climbing equipment is safe.

Type I: Antonio does not go rock climbing because he considers that the equipment is not safe, when in fact, the equipment is really safe.

Type II: Antonio goes climbing, thinking that his equipment is safe, but this is a mistake, and he painfully realizes that his equipment is not
as safe as it should have been.

Notice that, in this case, the error with the greater consequence is the Type II error. (If Antonio thinks his rock-climbing equipment is safe,
he will go ahead and use it.)

Question: How will you be able to avoid errors in conducting hypothesis testing?

Quick Check: Situational Analysis

State the Type I and Type II errors. Identify the possible Type I or Type II errors that will be possibly committed. Suppose the null
hypothesis, H0: A patient is not sick.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Answer:
Type I: If the patient is not sick, he will be given a treatment to treat the sickness that he doesn’t have.
Type II: If the patient is sick and he will not be given treatment, the condition of the patient may get worse.

Note: The trainers should emphasize to the teacher - participants the use of real - world scenarios as examples or non – examples.

Video Tutorials
● Statistics: Type I and Type II Errors
https://www.youtube.com/watch?v=Sdw2E7Xi0Q0
● Hypothesis Testing Basics: Type 1/ Type 2 errors | Statistical
Power
https://www.youtube.com/watch?v=CJvmp2gx7DQ

Note: Emphasize to the teacher – participants that they can use supporting learning resources such as video tutorials to enhance the
teaching – learning process.

Prompting Effortful Thinking

Interactive Discussion

Making a Decision

To determine whether the probability is small or how many standard deviations are “acceptable”, we need a preset level of significance,
which is the probability of a Type I error. Recall that a Type I error is the event of rejecting the null hypothesis when that null hypothesis is
true. Think of finding a guilty person who is actually innocent.

When we specify our hypotheses, we should have some idea of what size of a Type I error we can tolerate. It is denoted as α. A
conventional choice of α is 0.05. Values ranging from 0.01 to 0.1 are also common and the choice of α depends on the problem one is
working on.

Once we have this preset level, we can determine whether or not there is significant evidence against the null. There are two methods to
determine if we have enough evidence, the rejection region method and p – value method.

Rejection Region Approach

PRIVATE EDUCATION ASSISTANCE COMMITTEE

We start the hypothesis test process by determining the null and alternative hypotheses. Then we set our significance level, α, which is the
probability of making a Type I error. We can determine the appropriate cutoff called the critical value and find a range of values where we
should reject, called the rejection region.

Critical Values
The values that separate the rejection and non-rejection regions.

Rejection Region
The set of values for the test statistic leads to the rejection of H0.

The graphs below show us how to find the critical values and the rejection regions for the three different alternative hypotheses and for a
set significance level, α. The rejection region is based on the alternative hypothesis.

The rejection region is the region where, if our test statistic falls, then we have enough evidence to reject the null hypothesis. If we
consider the right-tailed test, for example, the rejection region is any value greater than c1-α, where c1-α is the critical value.

Note: Point out the relevance of determining the alpha level (level of significance) in hypothesis testing.

Left–Tailed Test
Reject H0 if the test statistics are less than or equal to the critical value (cα)

Right–Tailed Test
Reject H0 if the test statistics is greater than or equal to the critical value (cα)
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Two-Tailed Test
Reject H0 if the test statistics are greater than or equal to the absolute value of the critical value (cα/2)

Note: Point out the relationship of the rejection regions (tailed - test) with the alpha level and the hypotheses.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Video Tutorials
● Illustrating the Rejection Region || Statistics and Probability Q4
https://www.youtube.com/watch?v=C3XWUQ3hFxQ
● What is a Rejection Region?
https://www.youtube.com/watch?v=zEV9h5SXYkU

Note: Emphasize to the teacher – participants that they can use supporting learning resources such as video tutorials to enhance the
teaching – learning process.

Using Examples and Nonexamples

Quick Check: Graph Analysis
Given various normal distributions, the students will identify if the null hypothesis will be rejected or not.

1. The average grade of student is greater than 90. The computed value corresponds to 1.14 at ɑ=0.05.

2. The average birth weight of babies is between 2.8 kg and 3 kg. The computed value corresponds to -1.74 at ɑ=0.05.

3. The average sleep hours of students is less than 5 hours. The computed value corresponds to -1.59 at ɑ=0.01.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

4. The average daily wage of contractual workers is between Php 570 and Php 600. The computed value is 2.69 at ɑ=0.01.

Answer:
1. The null hypothesis will not be rejected.
2. The null hypothesis will not be rejected.
3. The null hypothesis will not be rejected.
4. The null hypothesis will be rejected.

Note: The trainers should emphasize to the teacher - participants the use of real - world scenarios as examples or non – examples.

P-Value Approach
As with the rejection region approach, the P-value approach will need the null and alternative hypotheses, the significance level, and the
test statistic. Instead of finding a region, we are going to find a probability called the p-value.

P-Value
The p-value (or probability value) is the probability that the test statistic equals the observed value or a more extreme value
under the assumption that the null hypothesis is true.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Note: The trainers should remind the teacher - participants that it is not necessary anymore to teach the manual computation of p - value
since it can be generated through the use of statistical applications.

The p-value is a probability statement based on the alternative hypothesis. The p-value is found differently for each of the alternative
hypotheses.

Left-Tailed
If Ha is left-tailed, then the p-value is the probability the sample data produces a value equal to or less than the observed test
statistic.

Right-Tailed
If Ha is right-tailed, then the p-value is the probability the sample data produces a value equal to or greater than the observed test
statistic.

Two-Tailed
If Ha is two-tailed, then the p-value is two times the probability the sample data produces a value equal to or greater than the
absolute value of the observed test statistic.

Once we find the p-value, we compare the p-value to our preset significance level.

● If our p-value is less than or equal to α, then there is enough evidence to reject the null hypothesis.
● If our p-value is greater than α, there is not enough evidence to reject the null hypothesis.

Note: Point out the relationship of the p - value with the alpha level and the hypotheses.

Using Examples and Nonexamples

Quick Check: Situational Analysis
1. A clinical trial compares the effectiveness of two treatments for a specific disease. Hypothetical p-value: 0.03. Hypothetical alpha
value: 0.05.
2. A market survey assesses customer satisfaction with two competing products. Hypothetical p-value: 0.10. Hypothetical alpha
value: 0.01.
3. An intervention is implemented to enhance students' reading skills. Hypothetical p-value: 0.06. Hypothetical alpha value: 0.05.
4. An environmental study examines the impact of a new waste disposal method. Hypothetical p-value: 0.001. Hypothetical alpha
value: 0.01.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

5. A quality control analysis assesses the performance of two production methods. Hypothetical p-value: 0.08. Hypothetical alpha
value: 0.10.

Question: How do you reject or fail to reject a hypothesis?

Answers:
1. Since the p - value < alpha level such that 0.03 < 0.05, then there is enough evidence to reject the null hypothesis.
2. Since the p - value > alpha level such that 0.10 > 0.01 then there is not enough evidence to reject the null hypothesis.
3. Since the p - value > alpha level such that 0.06 > 0.05, then there is not enough evidence to reject the null hypothesis.
4. Since the p - value < alpha level such that 0.001 < 0.01, then there is enough evidence to reject the null hypothesis.
5. Since the p - value < alpha level such that 0.08 < 0.10, then there is enough evidence to reject the null hypothesis.

Note: The trainers should emphasize to the teacher - participants the use of real - world scenarios as examples or non – examples.

Video Tutorials
● p-values: What they are and how to interpret them?
https://www.youtube.com/watch?v=vemZtEM63GY

Note: Emphasize to the teacher – participants that they can use supporting learning resources such as video tutorials to enhance the
teaching – learning process.

Chunk 2: Steps in Hypothesis Testing

● Lesson Presentation using Slide Deck and Meeting ● Lesson Presentation using Slide Deck about the definition of
Conference Tool about the definition of terms related to the terms related to the fundamental concepts of hypothesis
fundamental concepts of hypothesis testing. testing.
Note: The following questions will Prompting Effortful Thinking
be answered by the teacher - Guided Discovery
participants to gauge their Given unarranged steps of hypothesis testing, the students will arrange the steps in correct order with the guidance of a teacher and
understanding of the concept: answer the following questions.
1. What are the steps in
hypothesis testing? The following are the steps in hypothesis testing:

Step 1 Hypothesis
Formulate the null (H0) and alternative (Ha) hypotheses.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Step 2 Level of Significance

Decide the appropriate or identify the indicated level of
significance. Typical values are 0.05 and 0.01.

Step 3 Test Statistics

Gather sample data and calculate a test statistic where the
sample statistic is compared to the parameter value. The
test statistic is calculated under the assumption that the
null hypothesis is true and incorporates a measure of
standard error and assumptions (conditions) related to the
sampling distribution.

Step 4 Decision Rule/ Rejection Region/ Probability Value

A p-value is found by using the test statistic to calculate the
probability of the sample data producing such a test
statistic or one more extreme. The rejection region is found
by using alpha to find a critical value; the rejection region is
the area that is more extreme than the critical value.

Step 5 Computation
Solve for the computed value.

Step 6 Decision
Make a decision about the null hypothesis. In this step, we
decide to either reject the null hypothesis or decide to fail to
reject the null hypothesis. Notice that we do not make a
decision where we will accept the null hypothesis.

Step 7 Conclusion
State an overall conclusion. Once we have found the
p-value or rejection region and made a statistical decision
about the null hypothesis (i.e. we will reject the null or fail to
reject the null), we then want to summarize our results into
an overall conclusion for our test.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Rejecting H0 means Ho is false. While Fail to Reject Ho

means we have NO sufficient evidence that Ho is false. We
just accept it OR we have no evidence to reject Ho

note: It is important to emphasize that the opposite of

rejecting is NOT accepting. We just failed to reject the null
hypothesis (because we don’t have enough evidence) but
we are not dismissing the fact that it may still happen.

Question: Is it possible to skip one process in the steps in hypothesis testing? Why or Why not?

Note: Emphasize to the teacher – participants that the 7 steps of hypothesis testing is not the only process in testing the hypothesis.

Using Examples and Nonexamples

Application of the Steps in Hypothesis Testing
Test the hypothesis of the following situations following the steps in hypothesis testing.
1. The mean income of households in Barangay 214 is being studied. A sample of 50 households has a mean income of P 18,200.
From past studies, the mean and the standard deviation of all households in the said Barangay is P 19,751 and P 2,500,
respectively. (Use α = 0.05)

Step 1. Hypothesis
H0: µ = 19,751: The mean income of households in Barangay 214 is P 19,751.
Ha: µ ≠ 19,751: The mean income of households in Barangay 214 is not P 19,751.

Step 2. Level of Significance

α = 0.05

Step 3. Test Statistics

z-test ; z = ±1.96

Note: The trainer should emphasize that the z – test was used because of the following assumptions: (a) the population from which the
sample is drawn should be normally distributed, or the sample size should be sufficiently large (n > 30); (b) if the sample size less than 30,
the population standard deviation must be known.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Step 4. Decision Rule

If zc > 1.96 or zc < -1.96, then reject H0.

Step 5. Computation
Given: x = 18200; µ = 19751; n = 50; σ = 2500
𝑥−μ 18200−19751
𝑧= σ = 2500 = − 4. 387
𝑛 50

Step 6. Decision
Since the zc < -1.96, therefore reject H0.

Step 7. Conclusion
There is enough evidence to conclude that the mean income of households in Barangay 214 is not P 19,751.

2. The average weight of newborn babies in the Philippines is 3 kg with a variance of 1.58 kg. A pediatrician of CAEP Medical Center
measured the weight of 100 babies and resulted in an average weight of 3.2 kg. (Use α = 0.01)

Step 1. Hypothesis
H0: µ = 3: The average weight of newborn babies is 3 kg.
Ha: µ ≠ 3: The average weight of newborn babies is not 3 kg.

Step 2. Level of Significance

α = 0.01

Step 3. Test Statistics

z-test; z = ±2.575

Step 4. Decision Rule

If zc > 2.575 or zc < -2.575, then reject H0.

Step 5. Computation
Given: x = 3.2; µ = 3; n = 100; σ = 1.257
𝑥−μ 3.2−3
𝑧= σ = 1.257 = 1. 591
𝑛 100
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Step 6. Decision
Since the zc < 2.575, therefore failed to reject H0.

Step 7. Conclusion
There is not enough evidence to conclude that the average weight of newborn babies is 3 kg.

Quick Check: Error Analysis

Identify if the given situation follows the process of hypothesis testing. Determine the step which is not followed.
1. A researcher is conducting an experiment to investigate the effectiveness of a new teaching method on student performance. The
researcher first formulates a null hypothesis (H0) stating that there is no significant difference in student performance between the
traditional and new teaching methods. The alternative hypothesis (Ha) asserts that the new method leads to improved performance.
The researcher then identifies the significance level, collects data from a sample of students, identifies the decision rule and test
statistic, analyzes the results using statistical methods, determines whether to reject the null hypothesis based on the calculated
p-value, and creates a meaningful conclusion.
2. After receiving complaints from customers of Juice Inc, a consumer group collected samples from the delivery truck of the juice
company and found out that the mean volume is 145 ml. The consumer group wants to compare this result to the official volume of
juice specified by the juice manufacturer’s association which is 150 ml. The consumer group then identifies the decision rule and
test statistic, analyzes the results using appropriate methods, and makes a decision and conclusion.

Answers:
1. The situation follows the process of hypothesis testing.
2. The situation does not follow the correct process of hypothesis testing.

Note: The trainers should emphasize to the teacher - participants the use of real - world scenarios as examples or non – examples.

In this lesson, the teacher-participant learned the various concepts (null and alternative hypotheses, type I and type II error, level of
significance, and making decisions) involved in hypothesis testing.

Synthesis The teacher participant also learned the step-by-step procedure in hypothesis testing and applied the steps in solving real-world problems
with known population standard deviation.

Note: Used socratic questioning in order to fully form the concept map.
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Note: Asked the trainers about the significance of the fundamental concepts of hypothesis testing.

RUA of Students’ Learning

Drawing Attention to Meaning & Prompting Connections to Prior Knowledge
Note: To assess the readiness of the teacher - participants in applying the steps in hypothesis testing, they will work individually, by pair or as a group of three members.
Given a set of data, the teacher-participants will be tasked to identify the various concepts involved in hypothesis testing, conduct a test of hypothesis and report the
interpretation of the results manually.

1. It has been claimed that the mean sugar level of adults before meals is 74 mg/dL with a standard deviation of 25 mg/dL. A health advocate group suggests otherwise
and determines the sugar level of adults. A sample of 50 patients was taken and the mean sugar level before meal is 80 mg/dL. Test the hypothesis at 0.05 level of
significance.
2. A principal at HOQ Senior High School claims that the students in his school are above average intelligence. A random sample of eighty students’ IQ scores have a
mean score of 112.5. Is there sufficient evidence to support the principal’s claim given that the mean population IQ is 100 with a standard deviation of 15?

Answers:
1. Step 1. Hypotheses
H0: µ = 74: The average sugar level of adults is 74 mg/dL..
Ha: µ ≠ 74: The average sugar level of adults is not 74 mg/dL.

Step 2. Level of Significance

α = 0.05
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Step 3. Test Statistics

z-test; z = ±1.96

Step 4. Decision Rule

If zc > 1.96 or zc < -1.96, then reject H0.

Step 5. Computation
Given: x = 80; µ = 74; n = 50; σ = 25
𝑥−μ 80−74
𝑧= σ = 25 = 1. 697
𝑛 50

Step 6. Decision
Since the zc < 2.575, therefore failed to reject H0.

Step 7. Conclusion
There is not enough evidence to conclude that the average sugar level of adults is 74 mg/dL.

2. Step 1. Hypotheses
H0: µ = 100: The average IQ level of HOQ Senior High School is 100.
Ha: µ > 100: The average IQ level of HOQ Senior High School is above 100.

Step 2. Level of Significance

α = 0.05

Step 3. Test Statistics

z-test; z = 1.645

Step 4. Decision Rule

If zc > 1.645, then reject H0.

Step 5. Computation
Given: x = 112.5; µ = 100; n = 80; σ = 15
𝑥−μ 112.5−100
𝑧= σ = 15 = 7. 453
𝑛 80
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Step 6. Decision
Since the zc > 1.645, therefore reject H0.

Step 7. Conclusion
There is enough evidence to conclude that the average IQ level of HOQ Senior High School is 100.

Post–lesson Remediation Activity

Note: The teacher – participants who still have not mastered the content knowledge and skills of hypothesis testing will be given additional learning resources such as reading
materials, video tutorials, etc. to develop their understanding about the topic.
● Video tutorials and practice exercises will be provided to the teacher - participants understand the concept of hypothesis testing.
Video Tutorials
● Null and Alternative Hypothesis - The Organic Chemistry Tutor: https://www.youtube.com/watch?v=wiYJWyfdGg4
● Hypothesis Testing - Introduction - Joshua Emmanuel: https://www.youtube.com/watch?v=DlwOTOydeyk
● Simple Hypothesis Testing - Khan Academy: https://www.youtube.com/watch?v=5D1gV37bKXY

Practice Exercises
Conduct a test of hypothesis and report the interpretation of the results manually.

1. A school administrator claims that the average test score of students in a particular class is 75. A random sample of 36 students from the class yields an average test
score of 78 with a population standard deviation of 8. Test whether there is enough evidence to support the administrator's claim at a significance level of α = 0.05.
2. A company advertises that their average customer service response time is less than 5 minutes. A random sample of 50 customer service calls yielded an average
response time of 4.6 minutes with a population standard deviation of 1 minute. Test whether there is enough evidence to support the company's claim at a significance
level of α = 0.05.
3. A manufacturing company claims that their products have a mean number of defects of 8, A sample of 100 products from their latest batch showed a defect rate of 12.
The population standard deviation is known to be 9. Test whether there is enough evidence to support the company's claim at a significance level of α = 0.01.

Answer:
1. Step 1. Hypotheses
H0: µ = 75: The average test score of students in a particular class is 75.
Ha: µ ≠ 75: The average test score of students in a particular class is not 75.

Step 2. Level of Significance

PRIVATE EDUCATION ASSISTANCE COMMITTEE

α = 0.05

Step 3. Test Statistics

z-test; z = ±1.96

Step 4. Decision Rule

If zc < -1.96 or zc > 1.96, then reject H0.

Step 5. Computation
Given: x = 78; µ = 75; n = 36; σ = 8
𝑥−μ 78−75
𝑧= σ = 8 = 2. 25
𝑛 36

Step 6. Decision
Since the zc > 2.25, therefore reject H0.

Step 7. Conclusion
There is enough evidence to conclude that the average test score of students in a particular class is 75.

2. Step 1. Hypotheses
H0: µ = 5: The average customer service response time is 5 minutes (or more).
Ha: µ < 5: The average customer service response time is less than 5 minutes.

Step 2. Level of Significance

α = 0.05

Step 3. Test Statistics

z-test; z = -1.645

Step 4. Decision Rule

If zc < -1.645, then reject H0.

Step 5. Computation
Given: x = 4.6; µ = 5; n = 50; σ = 1
PRIVATE EDUCATION ASSISTANCE COMMITTEE

𝑥−μ 4.6−5
𝑧= σ = 1 = − 2. 828
𝑛 50

Step 6. Decision
Since the zc < -1.645, therefore reject H0.

Step 7. Conclusion
There is enough evidence to conclude that the average customer service response time is less than 5 minutes.

3. Step 1. Hypotheses
H0: µ = 8: The number of defects in a manufacturing company is 8.
Ha: µ ≠ 8: The number of defects in a manufacturing company is not 8.

Step 2. Level of Significance

α = 0.01

Step 3. Test Statistics

z-test; z = ±2.575

Step 4. Decision Rule

If zc < -2.575 or zc > 2.575 , then reject H0.

Step 5. Computation
Given: x = 12; µ = 8; n = 100; σ = 9
𝑥−μ 12−8
𝑧= σ = 9 = 4. 4
𝑛 100

Step 6. Decision
Since the zc > 2.575, therefore reject H0.

Step 7. Conclusion
There is enough evidence to conclude that the average defects in a manufacturing company is 8.