Senior High School

Practical Research 2
First Semester - Quarter 1
Lists Research Hypothesis
CS_RS12-If-j-8

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Practical Research 2 – Grade 12
Alternative Delivery Mode
First Semester - Quarter 1 - Lists Research Hypothesis
First Edition, 2020

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Published by the Department of Education - Region III

Secretary: Leonor M. Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Bryan DC. Gabriel

Language Reviewer: Jowel N. Dela Cruz
Content Editor: Lynn T. Cana
Illustrator: Bryan DC. Gabriel
Layout Artist: Bryan DC. Gabriel

Management Team
Gregorio C. Quinto, Jr., EdD
Chief, Curriculum Implementation Division
Rainelda M. Blanco, PhD
Education Program Supervisor - LRMDS
Agnes R. Bernardo, PhD
EPS-Division ADM Coordinator
Marinella P. Garcia Sy, PhD
EPS – Science
Glenda S. Constantino
Project Development Officer II
Joannarie C. Gracia
Librarian II

Department of Education, Schools Division of Bulacan

Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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 Senior High School

Practical Research 2
First Semester - Quarter 1
Lists Research Hypothesis
CS_RS12-If-j-8

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 Introductory Message

For the facilitator:

Welcome to the Practical Research 2 Alternative Delivery Mode (ADM) Module on Lists
Research Hypothesis.

This module was collaboratively designed, developed and reviewed by educators from public
institutions to assist you, the teacher or facilitator, in helping the learners meet the standards
set by the K to 12 Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners’ progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in the module.
For the learner:
Welcome to the Practical Research II Alternative Delivery Mode (ADM) Module on Lists
Research Hypothesis!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check what

you already know about the lesson to take. If you
What I Know
get all the answers correct (100%), you may decide
to skip this module.

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 What’s In This is a brief drill or review to help you link the current
lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the lesson.

What is It This aims to help you discover and understand new
concepts and skills.

This comprises activities for independent practice to

What’s More solidify your understanding and skills of the topic. You
may check the answers to the exercises using the
Answer Key at the end of the module.
This includes questions or blank sentence/paragraph
What I Have Learned to be filled in to process what you learned from the
lesson.
This section provides an activity which will help you
What I Can Do transfer your new knowledge or skill into real life
situations or concerns.

This is a task which aims to evaluate your level of

Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you to

Additional Activities
enrich your knowledge or skill of the lesson learned.

Answer Key This contains answers to all activities in the module.

At the end of this module you will also find:

References - This is a list of all sources used in developing this module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to consult
your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand how to come up and construct a research hypothesis.
At the end of this module, you are expected to:
1. explain the meaning of hypothesis;
2. discuss the purpose and importance of hypotheses in research;
3. identify the different characteristics of a hypothesis; and
4. formulate and state the research hypothesis.

What I Know

I. Multiple Choice
Directions: Read the following questions and statements carefully. Write the letter of your
answer on the space provided before each number.
____1. Choose the best definition for the word “hypothesis” from definitions below.
a. A conclusion based on the results of your study/experiment.
b. A guess about how something in science works.
c. A testable answer to scientific question.
d. None of these definitions describe what a hypothesis is.
____2. Imagine that you design and conduct an experiment based on your hypothesis that
adding activated charcoal to soil allows more plants to grow. You find that in the soil
with activated charcoal, more plants grew than in the soil without activated charcoal.
As a researcher, you would say that:
a. the results of your experiment do not support your hypothesis.
b. the results of your experiment support your hypothesis.
c. your results proved your hypothesis right.
d. your results proved your hypothesis wrong.
____ 3. Predictions made from a hypothesis should include
a. Both an independent and dependent variables.
b. No variable at all.
c. Only dependent variable.
d. Only independent variable.

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____ 4. Many people describe hypothesis testing as counterintuitive because
a. we can only conclude that nothing happened when we are 100% sure that
something did not happen.
b. we test whether nothing happened in order to conclude that something
happened.
c. we test whether something happened but can still conclude that nothing
happened.
d. we test whether something happened in order to conclude that nothing
happened.
____ 5. A type I error occurs when we
a. correctly fail to reject a false null hypothesis.
b. correctly reject a false null hypothesis.
c. incorrectly reject a false null hypothesis.
d. incorrectly reject a true null hypothesis.
____ 6. Null and alternative hypotheses are statements about:
a. population parameters.
b. sample parameters.
c. sample statistics.
d. it depends - sometimes population parameters and sometimes samples
statistics.
____ 7. A test to screen for a serious but curable disease is similar to hypothesis testing, with
a null hypothesis of no disease, and an alternative hypothesis of disease. If the null
hypothesis is rejected treatment will be given. Otherwise, it will not. Assuming the
treatment does not have serious side effects, in this scenario, it is better to increase
the probability of:
a. making a Type 1 error, providing treatment when it is not needed.
b. making a Type 1 error, not providing treatment when it is needed.
c. making a Type 2 error, providing treatment when it is not needed.
d. making a Type 2 error, not providing treatment when it is needed.
____ 8. One problem with hypothesis testing is that a real effect may not be detected. This
problem is most likely to occur when
a. the effect is small and the sample size is small.
b. the effect is large and the sample size is small.
c. the effect is small and the sample size is large.
d. the effect is large and the sample size is large.
____ 9. In a hypothesis test:
a. the null hypothesis is what we are trying to prove
b. the alternate hypothesis is always assumed to be true
c. the alternate hypothesis is accepted unless there is sufficient evidence to say
otherwise
d. the null hypothesis is not rejected unless there is sufficient evidence to reject
it.
____ 10. Which of the following is correct null hypotheses in line with the research question
below:
“Is there significant relationship between the length of ear and life span?”
a. There is no significant relationship between the length of ear and life span.
b. There is a significant relationship between the length of ear and life span.
c. There is no significant difference between the length of ear and life span.
d. There is a significant difference between the length of ear and life span.

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II. True or False
Directions: Read the following statements carefully. Write TRUE if the given statement is
correct and FALSE if the statement is incorrect.
_______11. Hypothesis provides a tentative explanation of phenomena and facilitates the
extension of knowledge in the area.
_______12. The null hypothesis is what we attempt to find evidence against in our hypothesis
test.
_______13. Null Hypothesis (Ho) is a general statement that states that there is a relationship
between two phenomena under consideration or that there is no association
between two groups.
_______14. A hypothesis should be stated in such a form that it can be accepted or rejected.
_______15. A hypothesis should not be directly related to the research problem.

What’s In

Defining the “key” terms in the research paper will help the readers know the definition
of words they may have never heard of. It gives the research paper more credibility and makes
the paper easier to read.
It is important for you to outline the definition of terms in peer-reviewed sources that
will help to support the definition. This can help to rationalize the terminology before
understanding and connecting the language to the common usage of terminology in a field. It
may also be necessary for you to alphabetize your definitions to ensure that your readers can
easily navigate when searching for terms that they don’t understand.
Before proceeding to the target topic of this module, let us look back in our past lesson
on the definition of terms in research, and to recall this lesson, let us answer the following
activity.
Directions: Read the following statements below comprehensively, write TRUE if the
statement is correct, and write FALSE if the statement is incorrect and write the
appropriate word to make the statement true.
_______1. Definition of terms is usually an annex to a work (book, research paper, pamphlet,
etc.) either at the beginning or more likely near the end with a list of acronyms,
jargon, credits, etc. This is an important part of the research paper or report is that
in which the key or important terms in the study are clearly defined.
_______2. Operational is the universal meaning that is attributed to a word or group of words
and which is understood by many people.
_______3. The usual source of conceptual definition is the dictionary which is the reference
book of everyday language.
_______4. Conceptual is the meaning of the concept or term as used in a particular study. It
is stated in a concrete term in that it allows measurement.

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_______ 5. Defining important terms is essential to ensure a common understanding of key
concepts and terminology is shared between the dissertation author and his or her
audience, particularly if the term is unusual or not widely known.

What’s New

A hypothesis is an educated prediction that provides an explanation for an observed

event. An observed event is a measurable result or condition.
A hypothesis indicate that the researcher has sufficient knowledge in the area being
studied. It is important that the hypothesis is well established. This lesson presents the process
to be undertaken in formulating a research hypothesis. Knowing the classification of
hypotheses will enable you to choose which you can use appropriately for your research.
In addition, a hypothesis typically takes the form of an if-then statement so you can
test it with your research. What does your hypothesis look like?
Let us follow the path of Mr. Enrico during his pre-oral defense in Practical Research
2. From his title “Junior High School Student’s Perception towards Homework
Implementation”, the questions and statements were formulated from his problem.

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 I. Matching Type
Directions: Let us help him in linking and connecting the questions from the proper statements
by writing the letter on the space provided before each number in order to arrange
his Statement of the Problem and Hypotheses appropriately.

_______1. Is there a significant relationship a. There is no significant difference

between the students’ attitudes
towards homework implementation
and anxiety?
_______2. Is there a significant relationship
between students’ sex and attitudes
towards homework implementation?
_______3. Is there a significant difference
between male and female students’
attitude towards homework
implementation?
_______4. Is there a significant difference
between the Grade 11 and 12
students’ attitudes towards
homework implementation?
between male and female students’
attitudes towards homework
implementation.
b. There is no significant relationship
between the students’ attitudes
towards homework implementation
and anxiety.
c. There is no significant difference
between the Grade 11 and 12
students’ attitudes towards homework
implementation?
d. There is no significant relationship
between students’ sex and attitudes
towards homework implementation?

II. Fill in the blanks

Directions: Analyze the given situation below. Write a hypothesis for this laboratory by
completing the statement on the box.

A 12th grade class wanted to conduct an investigation on how classroom temperature

will affect their performance on an assessment.

If the classroom temperature 1. ____________________ then the 12th grade

students’ performance on an assessment 2. ______________________.

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 List Research Hypothesis

What is It

Hypothesis is a tentative explanation that accounts for set of facts and can be tested
by further investigation.
The hypothesis may be considered as too general when stated like – “Creativity is
the function of the self-actualization of the individual.” It cannot be tested.
Or the hypothesis may be too specific as expressed in this example: “The speed of
reading depends on the size or type of print.” Too thin for study.
For hypothesis testing, it is formally tested through statistical procedures. Researchers
seek to determine through statistical treatment whether their hypothesis has a high probability
of being correct. Hypothesis is either accepted or supported.

What are the two kinds of Hypotheses?

Consider this Research Question:

Is there a significant difference between the academic performance of male and
female students in Practical Research 2?
Ha: There is a significant difference between the academic performance of male and female
students in Practical Research 2.
Ho: There is no a significant difference between the academic performance of male and
female students in Practical Research 2.

The null hypothesis (Ho) is a general statement that states

that there is no relationship between two phenomena under
consideration or that there is no association between two groups. An
alternative hypothesis (Ha) is a statement that describes that there
is a relationship between two selected variables in a study.

The null hypothesis reflects that there will be no observed effect in the study.
The alternative hypothesis reflects that there will be an observed effect in the study.

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Purpose and Importance of Hypotheses in Research
Hypothesis has a role to play in research. This is substantiated by pointing out its
purpose and importance.
1. It provides a tentative explanation of phenomena and facilitates the extension of
knowledge in the area.
2. It provides a direction to the research. It provides a framework for reporting
conclusions of the study.
3. It could be tested and shown to be probably supported, apart from one’s own
values and opinions.

Characteristics of a Hypothesis
1. Testable
2. Logical
3. Directly related to the research problem
4. Represents a simple unit or subject of the problem
5. Factually or theoretically based
6. States relationships between variables
7. Sets the limits of the study
8. Stated in such a form that it can be accepted or rejected

A hypothesis is composed of an
individual variable (cause) and a
dependent variable (effect).

After determining a specific area of study, writing a hypothesis and null hypothesis is
the second step in the process. But before you start writing a hypothesis and null hypothesis,
which we will get to, you must have a research question.

Let us turn your Research Question into Hypothesis

Let us consider this question: “Do instructional leadership significantly influence the
school management system and governance?”
Then, to formulate a hypothesis for the question above, first, get the following words
“Do _____ significantly influence the ______...” and then, turn it into: “_______ do not
significantly influence the __________...”
From a research question “Do instructional leadership significantly influence the school
management system and governance?” to “Instructional leadership do not significantly
influence the school management system and governance.”
Some may find it difficult to convert the research question into a hypothesis, but in
order to overcome this problem, researchers often seek to answer one or more testable

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research questions. Nearly all testable research questions begin with one of the following two
phrases:
1. Is there a significant difference between…? (Test of Difference/Comparative)
2. Is there a significant relationship between…? (Test of Relationship/Relationship Based)

Comparative Research Question aims to determine the significant

difference between groups or between the sets of test on group.
Relationship Based Research Question aims to determine the significant
relationship between the variables under the study.

Example:
Is there a significant difference between the level of motivation of male and female
Grade XII students?
Is there a significant relationship between the level of motivation and level of anxiety
of Grade XII student?
A research hypothesis is a testable statement of opinion. It is created from the research
question by replacing the words, “Is there” with the words “There is”, and also replacing the
question mark (?) with a period (.).
The alternative hypothesis (Ha) for these two sample research questions would be:
1. There is a significant difference between the level of motivation of male and female Grade
XII student.
2. There is a significant relationship between the level of motivation and level of anxiety of
Grade XII student.
It is not possible to test alternative hypothesis (Ha) directly. Instead, you must turn the
alternative hypothesis (Ha) into a null hypothesis (Ho). The null hypothesis (Ho) is created from
the alternative hypothesis (Ha) by adding the words “no” or “not” to the statement.

For example, the null hypotheses (Ho) for the two examples would be:
1. There is no significant difference between the level of motivation of male and female Grade
XII student.
2. There is no significant relationship between the level of motivation and level of anxiety of
Grade XII student.
NOTE
All statistical testing is done on the null
hypothesis (Ho)… never the alternative hypothesis (Ha).

The result of a statistical test will enable you to either:

1. reject the null hypothesis; or
2. fail to reject the null hypothesis. (Never use the words “accept the null hypothesis”).

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Type I and Type II Errors
Remember that there will be some sample means that are extremes – that is going to
happen about 5% of the time, since 95% of all sample means fall within about two standard
deviations of the mean. What happens if we run a hypothesis test and we get an extreme
sample mean? It won’t look like our hypothesized mean, even if it comes from that distribution.
We would be likely to reject the null hypothesis. But we would be wrong.
When we decide to reject or not to reject the null hypothesis, we have four possible
scenarios:
a. A true hypothesis is rejected.
b. A true hypothesis is not rejected.
c. A false hypothesis is not rejected.
d. A false hypothesis is rejected.
If a hypothesis is true and we do not reject it (Option 2) or if a false hypothesis is
rejected (Option 4), we have made the correct decision. But if we reject a true hypothesis
(Option 1) or a false hypothesis is not rejected (Option 3) we have made an error. Overall, one
type of error is not necessarily more serious than the other. Which type is more serious
depends on the specific research situation, but ideally, both types of errors should be
minimized during the analysis.

What’s More

INDEPENDENT ACTIVITY 1
Directions: Identify and put a check ( / ) if the Research Question can “test the difference” or
“test the relationship” of the variables.

Is the question Is the question

Research Question can test the can test the
Difference? Relationship?

1. Do instructional leadership significantly

influence the school management system
and governance?

2. Are there significant differences between the

students’, teachers', and head teachers'
perceptions toward the school management
system and governance?

3. Is there a significant difference between the

academic performance and time
management of the grade 11 and 12
students?

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 4. Is there a significant correlation between the
academic performance and:
4.1. levels of motivation; and
4.2. levels of anxiety?

5. What is the relationship between educational

attainment and socio-economic status?

INDEPENDENT ASSESSMENT 1
Directions: Read the following statement comprehensively. Write Ha if the given statement is
an example of alternative hypothesis and Ho if null hypothesis.
__________ 1. There is no significant relationship between teacher’s highest academic
achievement and teaching performance.
__________ 2. There is no significant difference between the teaching performance of male
and female teachers.
__________ 3. There is a significant difference between the height of plants of control and
experimental groups.
__________ 4. The teachers’ position does not significantly influence their role
clarity, effectiveness a teacher leader, the physical structure of the building,
and organization of the building.
__________ 5. There is no significant relationship between academic performance
and time management in studying of students.

INDEPENDENT ACTIVITY 2
Directions: Give your “if and then” hypothesis on the following.
Hypothesis 1: About School Work
_________________________________________________________________________
_________________________________________________________________________
Hypothesis 2: About Climate Change
_________________________________________________________________________
_________________________________________________________________________
Hypothesis 3: About the Millennial Generation
_________________________________________________________________________
_________________________________________________________________________

Hypothesis 4: About computer games and academic performance

_________________________________________________________________________
_________________________________________________________________________

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Hypothesis 5: About the intelligent test score and general weighted average.
_________________________________________________________________________
_________________________________________________________________________

Notes to the Teacher

In this activity, students will not only provide one answer and answers may
vary, guide the student’s answer and offer a feedback if necessary.

Scoring Rubrics for Independent Activity 2.

15 pts. – There is one clear, well-focused topic. Main ideas are clear and are well supported
by detailed and accurate information
10 pts. – There is one clear, well-focused topic. Main ideas are clear but are not well
supported by detailed information.
5 pts. – There is one topic. The main ideas are somewhat clear.

INDEPENDENT ASSESSMENT 2
Formulating and Stating the Null Hypothesis
Directions: Formulate and state the respective Null Hypothesis for each given research
questions.

Research Question Null Hypothesis

1. Do instructional leadership significantly influence

the school management system and
governance?

2. Are there significant differences among the

students’, teachers', and head teachers'
perceptions toward the school management
system and governance?

3. Is there a significant difference between the

academic performance and time management of
the student?

4. Is there a significant correlation between the

academic performance and:
4.1. levels of motivation; and
4.2. levels of anxiety?

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 5. Is there a significant relationship between
educational attainment and socio-economic
status?

INDEPENDENT ACTIVITY 3
Directions: Read the set of research questions below and write the alternative hypothesis for
each item.

1. Do instructional leadership significantly influence the school management system

and governance?
2. Are there significant differences among the students’, teachers', and head
teachers' perceptions toward the school management system and governance?
3. Is there a significant difference between the academic performance and time
management of the student?
4. Is there a significant correlation between the academic performance and:
4.1. levels of motivation; and
4.2. levels of anxiety?
5. What is the relationship between educational attainment and socio-economic
status?

1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________

INDEPENDENT ASSESSMENT 3
I. Essay
Directions: Explain briefly the following.
1. What is research hypothesis?
________________________________________________________________
________________________________________________________________.

2. Compare and contrast the alternative (Ha) and null hypothesis (Ho).
________________________________________________________________
________________________________________________________________.
3. Discuss the characteristics of hypothesis.
________________________________________________________________
________________________________________________________________.

4. What are the importance of hypothesis in research?

________________________________________________________________
________________________________________________________________.

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Scoring Rubrics for Independent Assessment 3 Essay.
15 pts. – There is one clear, well-focused topic. Main ideas are clear and are well supported
by detailed and accurate information
10 pts. – There is one clear, well-focused topic. Main ideas are clear but are not well
supported by detailed information.
5 pts. – There is one topic. The main ideas are somewhat clear.

II. Fill in the blanks

Directions: Complete the information below.

Decision Made Null Hypothesis is True 4 . __________________

2. _________________ Correct Decision

1. ___________________

Do not Reject Null 5. ____________________

Hypothesis 3. _________________

What I Have Learned

Directions: Discuss the four possible scenarios when we reject or not reject the null
Hypothesis.

a. A true hypothesis is rejected.

b. A true hypothesis is not rejected.

c. A false hypothesis is not rejected.

d. A false hypothesis is rejected.

Scoring Rubrics for What I Have Learned.

15 pts. – There is one clear, well-focused topic. Main ideas are clear and are well supported
by detailed and accurate information
10 pts. – There is one clear, well-focused topic. Main ideas are clear but are not well
supported by detailed information.
5 pts. – There is one topic. The main ideas are somewhat clear.

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 I. Short Answer
Directions: Give the Null Hypothesis for each research question.

1. Do school loads, social support, time management, and financial stressors significantly
influence the student's stress?

2. How do age and gender influence the school loads, social support, time management
and financial stressors of students' stress?

3. Do the parent’s age, gender and occupation significantly influence their level of
satisfaction?

4. Do students’ perception on spirituality significantly influence their academic

performance?

5. What is the relationship between educational attainment and socio-economic status?

II. Multiple Choice

Directions: Read the following questions and statements carefully. Write the letter of your
answer on the space provided before each number
____ 1. Which of the following is not the characteristics of a hypothesis.
a. Testable
b. Logical
c. Directly related to the research problem
d. Represents a complex unit or subject of the problem
____ 2. It is a statement that reflects that there will be no observed effect in the study.
a. Null Hypothesis
b. Alternative Hypothesis
c. Definition of Terms
d. Conceptual Framework

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____ 3. Identify which of the following best describes this “There is no significant
relationship between the length of ears and life span”?
a. Null Hypothesis
b. Alternative Hypothesis
c. Definition of Terms
d. Conceptual Framework
____ 4. If a hypothesis is true and we do not reject it, which of the following is the correct
decision for this?
a. A true hypothesis is rejected.
b. A true hypothesis is not rejected.
c. A false hypothesis is not rejected.
d. A false hypothesis is rejected.
____ 5. We have made the correct decision if,
a. a true hypothesis is rejected.
b. a true hypothesis is not rejected.
c. a false hypothesis is not rejected.
d. a false hypothesis is rejected.
____ 6. Which of the following is not the importance and purpose of a hypothesis?
a. It provides a tentative explanation of phenomena and facilitates the extension
of knowledge in the area.
b. It provides direction to the research. It provides a framework for reporting
conclusions of the study.
c. It could be tested and shown to be probably supported, apart from one’s own
values and opinions.
d. It provides a complex statement to the research. It should support the related
literature of the study.
____ 7. Identify which of the following best describes as an example of the statement
“There is a significant relationship between the test score and final grade of
students”?
a. Null Hypothesis
b. Alternative Hypothesis
c. Definition of Terms
d. Conceptual Framework
____ 8. “There is a significant difference between the height of eggplant of control and
experimental group”, this is an example of?
a. Null Hypothesis
b. Alternative Hypothesis
c. Definition of Terms
d. Conceptual Framework
____ 9. Juan and Pedro, are the students of John J. Russell Memorial High School
conducting an experiment on how fertilizer X will enhance the fruits of squash.
Which of the following hypothesis should they focus on to test their problem?
a. There is no relationship between fertilizer X and water.
b. There is a relationship between fertilizer X and soil.
c. There is no significant difference between the number of fruits of control and
experimental groups after using fertilizer X.
d. There is a significant difference between the number of fruits of control and
experimental groups after using fertilizer X.

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 ____10. A researcher is interested in finding out whether there is a relationship between
gender and opinion towards the taste of Milktea. What is the appropriate null
hypothesis to use?
a. There is no relationship between gender and opinion towards the taste of
Milktea.
b. There is no difference between gender and opinion towards the taste of Milktea.
c. There is no possible hypothesis for the problem.
d. The problem is not testable.

What I Can Do

Directions: With the knowledge given by this module, apply it in constructing your own Null
Hypothesis based on your Research Question (Comparative and/or Relationship-
Based).
Research Question Null Hypothesis

Notes to the Teacher

This assessment will provides different possible answers, teachers should always
in touch to assist the student’s answer for each number. Be considerate and give them a
guidance.

Scoring Rubrics for What I Can Do

15 pts. – FULL ACCOMPLISHMENT – Students were able to write their Research
Hypotheses completely, in proper format, and in a clear and consistent manner.
10 pts. – SUBSTANTIAL ACCOMPLISHMENT – Students were able to write their Research
Hypotheses in a somewhat consistent manner.
5 pts. – LITTLE OR PARTIAL ACCOMPLISHMENT – Students have a pronounced difficulty
or were barely able to write down their Research Hypotheses.

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 Additional Activity

Directions: Give your hypothesis on the following question and statements.

Example: What effect does studying with music has to do on students test
scores?
Null Hypothesis: Studying with music does not have an influence on students test
scores.

1. What effect does light have on plant growth?

Null Hypothesis:
_________________________________________________________________________
_________________________________________________________________________
2. The temperature may cause leaves to change color.
Null Hypothesis:
_________________________________________________________________________
_________________________________________________________________________
3. Increased sleep may cause a higher grade.
Null Hypothesis:
_________________________________________________________________________
_________________________________________________________________________

4. Fertilizer may increase the length of the root of a plant.

Null Hypothesis:
_________________________________________________________________________
_________________________________________________________________________
5. What effects do online games have on sleeping time of Senior High School students?
Null Hypothesis:
_________________________________________________________________________
_________________________________________________________________________

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What I Know What’s In What’s New Independent Activity 1
1. C 1. True I. Matching Type Question Is the Is the
2. D 2. False – 1. b Number question question can
3. A Conceptual 2. d can test the test the
4. B 3. True 3. a
Difference? Relationship?
5. B 4. False – 4. c
6. A Operational II. Fill in the blanks 1 X /
7. A 5. True 1. Increases 2 / X
8. A 2. Decreases 3 / X
9. D Or
4 X /
10. A 1.Decreases
11. TRUE 2.Increases 5 X /
12. TRUE
13. FALSE
14. TRUE
15. FALSE
Independent Independent Activity 2 Independent Assessment 3
Assessment 1 1. If a student will attend the class, then, his/her grade will I. Essay (answers may vary)
1. Ho increase. II. Fill in the blanks
2. Ho 2. If temperature increases, then, global warming increases as 1. Reject Null Hypothesis
3. Ha well. 2. Type I Error
4. Ho 3. If teenagers will work out, then they will become physically 3. Correct Decision
5. Ho 4. Null Hypothesis is
fit.
False
4. If a student will focus on computer games, then, his/her 5. Type II Error
academic performance will decreases.
5. If intelligent test score will increase, then, the general
weighted average will increase.
Independent Activity 3 What I Have Learned
1. Do instructional leadership significantly influence the school management (Answers may vary)
system and governance? Sample answers
a. We reject a true
2. Are there significant differences among the students ’, teachers', and head
hypothesis
teachers' perceptions toward the school management system and governance? b. Hypothesis is true
3. Is there a significant difference between the academic performance and time and we do not
management of the student? reject it
4. Is there a significant correlation between the academic performance and: c. False hypothesis
is not rejected
4.1. levels of motivation; and
d. A false hypothesis
4.2.levels of anxiety? is rejected
5. What is the relationship between educational attainment and socio
economic status?
Assessment What I Can Do
I. Short Answer (Answers may vary)
1. School loads, social support time management, and financial stressors
do not significantly influence the student's stress. Additional Activity
2. Age and gender do not influence the school loads, social support, time 1. Light does not have an effect on the plant
management and financial stressors of students' stress. growth.
3. Parent’s age, gender and occupation do not significantly influence their 2. Temperature do not caused leaves to
level of satisfaction. change its color.
4. Students’ perception on spirituality do not significantly influence their 3. Increasing sleep may not cause a higher
academic performance. grade.
5. There is no significant relationship between educational attainment and 4. Fertilizer may not increase the length of
socio-economic status. the root of a plant.
II. Multiple Choice 5. Online games do not have an effect on
1. d; 2. a; 3. a; 4. b; 5. d; sleeping time of Senior High School
6. d 7. b; 8. b; 9. c; 10. a students.
Answer Key
 References
Ary, Donald, Lucy C. Jacobs, Christine K. Irvine, and David Walker. Introduction to
Research in Education. Boston: Cengage Learning, 2013.

Cohen, Jacob. Statistical Power Analysis for the Behavioral Sciences. London: Routledge,
2013.

Gerstman, B. B. Epidemiology Kept Simple: An Introduction to Traditional and Modern

Epidemiology. Hoboken: John Wiley & Sons, 2013.

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 For inquiries or feedback, please write or call:
Department of Education, Schools Division of Bulacan
Curriculum Implementation Division
Learning Resource Management and Development System (LRMDS)
Capitol Compound, Guinhawa St., City of Malolos, Bulacan
Email address: lrmdsbulacan@deped.gov.ph

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