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Statistics Module 5
Statistics Module 5
Statistics Module 5
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Statistics and
Probability
Module 5
Test of Hypothesis
iii
Table of Contents
Overview ……………………………………..……..…… 1
Module Content ………………………………………………… 1
What I Need to Know ………………………………………………… 2
General Instructions ………………………………………………… 3
What I Know ………………………………………………… 4
Lessons/Concept
Lesson 1 – Basic Concepts in Hypothesis Testing……………… 6
Activity 1 ………………………………………………… 6
Activity 2 …………….………………………………..… 7
Activity 3 ……………………………………………..…. 11
Activity 4 ………………………………………………… 15
Lesson 2 – Rejection Region and Level of Significance ……… 16
Activity 1 …………….………………………………… 21
Lesson 3 – Test on Population Mean…………………………….. 23
Activity 1 ………………………………………………… 23
Activity 2 ………………………………………………… 29
Lesson 4 – Test on Population Proportion .……………………… 30
Activity 1 ………………………………………………… 32
Activity 2 ………………………………………………… 35
Assessment ………………………………………………… 36
References ………………………………………………… 47
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Module 5
Test of Hypothesis
Overview
In real life, we are doing hypothesis testing every time we need to make
decisions on something that affect our lives. As students you need to make decisions
by looking both the positive and negative sides of the problem that confronted you
before making any decision. Unknowingly, your decision to enroll in the Open Senior
High School went to a series of hypothesis testing. You were confronted with a lot of
“what ifs” until finally you decided to be here, one of the pioneers of the Open Senior
High School Program.
In the previous module, you learned that statistical inference is concerned with
either estimation or evaluation of a statement or claim about a parameter or a
distribution. The focus of this module is on evaluation of a claim about a parameter or
a distribution which is done through a statistical test of hypothesis.
This module will equip you with the basic knowledge in testing hypothesis
concerning population mean and population proportion which in turn will prepare you
to your future journey to the world of practical research. The lessons are arranged and
presented in an easier way and are supplemented with activities and exercises that
would concretize your learning. So, sit back, relax and enjoy doing the module.
Module Contents
The lessons that we will be dealing with are the following:
Lesson 1 – Basic Concepts in Hypothesis Testing
Lesson 2 – Rejection Region and Level of Significance
Lesson 3 – Test on Population Mean
Lesson 4 – Test on Population Proportion
1
What I need to know?
Once you are done with this module, you should be able to:
1. illustrate (a) null hypothesis, (b) alternative hypothesis, (c) level of significance, (d)
rejection region, and (e) types of errors in hypothesis testing (M11/12SP-IVa-1).
2. calculates the probabilities of committing a Type I and Type II error (M11/12SP-
IVa-2).
3. identifies the parameter to be tested given a real-life problem (M11/12SP-IVa-3)
4. formulate the appropriate null and alternative hypothesis on a population mean
(M11/12SP-IVb-1)
5. identify 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 (M11/12SP-IVb-2)
6. identify the appropriate rejection region for a given level of significance when:
(a) the population variance is assumed to be known
(b) the population variance is assumed to be unknown
(c) the Central Limit Theorem is to be used (M11/12SP-IVc-1)
7. compute for the test-statistic value of population mean (M11/12SP-IVd-1).
8. draw conclusion about the population mean based on the test-statistic value and
the rejection region (M11/12SP-IVd-2).
9. solve problems involving test of hypothesis on the population mean (M11/12SP-
IVe-1).
10. formulate appropriate null and alternative hypotheses on a population proportion
(M11/12SP-IVe-2),
11. identify the appropriate form of test statistic when the Central Limit Theorem is to
be used (M11/12SP-IVe-3),
12. identify the appropriate rejection region for a given level of significance when the
Central Limit Theorem is to be used (M11/12SP-IVe-4),
13. compute for the test statistic value of population proportion (M11/12SP-IVf-1),
14. draw conclusion about the population proportion based on the test-statistic value
and the rejection region (M11/12SP-IVf-2), and
15. Solve problems involving test of hypothesis on the population proportion
(M11/12SP-IVf-2).
2
General Instructions
In order to get the most from this module and achieve its
objectives, here are some TIPS for you:
One-tailed When the given statistical hypothesis is one value like H0: μ1 = μ2,
test it is called the one-tailed test.
3
What I Know
Directions: Select the letter of the option that correctly answers the
questions or completes the statement.
4
9. If p = 0.3, p^ = 0.4, n = 50 what is the value of z?
A. 0.45 C. 1.54
B. 0.63 D. 0.55
10. Under the normal curve, the middle part represents
A. Confidence level C. Acceptance region
B. Confidence interval D. All of these
5
Lesson BASIC CONCEPTS IN
1 HYPOTHESIS TESTING
In this lesson, you will learn how to write appropriate null and alternative
hypotheses on some real life situations. At the end of the lesson you, as a learner,
should be able to show mastery on the following learning competencies:
What can I do
Activity 1:
Directions: State your reactions on the government pronouncement about El
Niño phenomenon. On a piece of paper, write at least 3 statements.
“The country will experience El Niño phenomenon in the next few months.”
6
Learning concepts 1.1
1. Drinking milk before going to bed will make you sleep better.
2. Sanitizer Y is better than Sanitizer X in terms of germ-killing effects.
3. The average weight of senior high school students in Magalang NHS is 48
kilograms.
4. Private employees have higher savings than government employees after
retirement.
5. There is no significant relationship between the intellectual quotient and
emotional quotient of STEM students.
Each of the following statements is not considered as hypothesis, but rather fact.
A fact is an observation about the world around us.
What can I do
Activity 2:
7
_____5. The new teaching strategy has no significant change in the statistics
pre-test and post-test results.
_____6. Sleeping at least 6 hours will make you do better on tests than if you
get less sleep.
_____7. Planets travel in ellipses with one focus being the Sun.
_____8. The number of pets in a household is unrelated to the number of
people living in it.
_____9. Rodrigo Roa Duterte is the 16th President of the Philippines.
_____10. All daisies have the same number of petals.
There are two kinds of statistical hypothesis: the null and the alternative
hypothesis. The definition is written inside the box below to remind you that these are
very important concepts and should be remembered as you go on with the module.
8
2. Identify the parameter used in the claim. Does it talk about population
average or a proportion of the population?
3. Represent the parameter by a symbol. For population mean (average), we
use µ and for population proportion we use p.
4. Always remember that the null and alternative hypotheses are
complementary and must not overlap. The usual pairs are as follow:
Now, let’s apply the guidelines above by formulating the null and alternative hypothesis
using the following situations.
Claim: The average life of a newly developed battery for tablet is at least 24
hours.
Parameter: The parameter is the average life of a newly developed battery for
tablet.
Step 3: Representation
The claim states “at least 24 hours”. This claim means that the battery
life will not go lower than 24 hours, but rather equal to 24 hours or more than
24 hours. Thus, we will be using the complementary pair ;
9
(b) Symbols Ho : µ ≥ 24
Ha : µ < 24
Situation 2: A student researcher wants to test his assumption that 75% of the senior
high school students who enrolled in the academic track wanted to
become a teacher. He collected samples randomly and found out that 25
out of 130 students are planning to become a teacher. State the null and
alternative hypotheses.
Claim: 75% of the senior high school students who enrolled in the academic
track wanted to become a teacher.
Parameter: The parameter is 75% of the senior high school students who
enrolled in the academic track. The value 75% stands for a
proportion of the population.
Step 3: Representation
The claim that 75% of the senior high school students enrolled in the
academic track wanted to become a teacher is our null hypothesis, the
alternative hypothesis would be not equal to 75%. Thus, we will be using
complementary pair (a);
(a) Words Ho: The proportion of senior high school students enrolled in the
academic track who wanted to become a teacher is equal to 75%.
Ha: The proportion of senior high school students enrolled in the
academic track who wanted to become a teacher is not equal to
75%.
(b) Symbols Ho : p = 0.75 Note: we use decimal instead of percent because
Ha : p < 0.75 it is appropriate for computation.
I am sure you are now ready for the next part, are’nt you?
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What can I do
Activity 3:
Read each situation carefully and fill in the space provided with
appropriate information. Happy hypothesizing.
1. A student researcher claims that fewer than 8% of the Junior High School
completers will enroll in private Senior High Schools. To test this claim, he
collected sufficient samples randomly and found out that 85 out of 380 Junior
High School completers are planning to enrol in private Senior High Schools.
Claim: ________________________________________________________
Parameter : ____________________________________________________
Symbol for parameter:____________________________________________
Ho and Ha complementary pair:_____________________________________
Hypotheses in words:
Ho: __________________________________________________________
Ha: __________________________________________________________
Hypotheses in symbols:
Ho: ____________________
Ha: ____________________
Hypotheses in words:
Ho: __________________________________________________________
Ha: __________________________________________________________
Hypotheses in symbols:
Ho: ____________________
Ha: ____________________
3. The Senior High School researchers claim that more than 20% of Senior High
School male students have tried smoking cigarette. After collecting 150 random
samples, they found that 60 of them have tried smoking cigarette.
Claim: ________________________________________________________
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Parameter : ____________________________________________________
Symbol for parameter:____________________________________________
Ho and Ha complementary pair:_____________________________________
Hypotheses in words:
Ho: __________________________________________________________
Ha: __________________________________________________________
Hypotheses in symbols:
Ho: ____________________
Ha: ____________________
4. In a certain town, a school principal hypothesized that students enroll in schools
within 5 km from their homes. To check this claim you ask 38 students from
the said town. You found out that the average distance between the students’
home and their schools is 5.6 km.
Claim: ________________________________________________________
Parameter : ____________________________________________________
Symbol for parameter:____________________________________________
Ho and Ha complementary pair:_____________________________________
Hypotheses in words:
Ho: __________________________________________________________
Ha: __________________________________________________________
Hypotheses in symbols:
Ho: ____________________
Ha: ____________________
5. A teacher wants to test his assumption that less than 30% of the Senior High
School students liked research class. After randomly collecting 150 samples,
he found out that only 40 students like their research class.
Claim: ________________________________________________________
Parameter : ____________________________________________________
Symbol for parameter:____________________________________________
Ho and Ha complementary pair:_____________________________________
Hypotheses in words:
Ho: __________________________________________________________
Ha: __________________________________________________________
Hypotheses in symbols:
Ho: ____________________
Ha: ____________________
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Learning Concepts 1.2
There are two possible actions that a person can do with a statement.
Either he accepts the statement or rejects it. The decision of
accepting or rejecting a statement depends on the person’s
assessment whether it is true of false. Consider a statement or a
claim about the average number of text messages that an Open Senior High School
student sends in a day. The following could be one way of stating the claim:
“The average number of text messages that an Open Senior High School
student sends daily is equal to 75.”
As stated earlier, this claim could either be true or false so it can be accepted
or rejected. The validity of the statement can be assessed through a series of steps
known as test of hypothesis. A test of hypothesis is a procedure based on a
random sample of observations with a given level of probability of committing
an error in making the decision, whether the hypothesis is true or false.
On the other hand, when the statement is rejected because we think it is false,
possible consequences are:
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Action Hypothesis is TRUE Hypothesis is FALSE
As mentioned earlier, every action that one takes is coupled with consequences.
When an error is committed in decision making, consequences happens too. These
consequences might be acceptable or too terrible, terrible enough to claim lives. In
statistics, the chance of committing an error is measured and this measurement
served as the basis in making a decision.
2. A teenager who wanted to lose weight is contemplating on a diet she read about
in social media. She wants to adopt it but, unfortunately, the following diet requires
buying nutritious, low calories yet expensive food. Help her decide.
Explanation
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A type I error is committed when the teenager did follow the diet
and a possible consequence is that she spent unnecessarily for a diet
that did not help her reduce weight.
Type II error is committed when the teenager did not follow the
diet. A possible consequence of this error is that the teenager lost the
opportunity to attain her goal of weight reduction.
What can I do
Activity 4.
Directions: In each situation below state when the error will be committed and give
its possible consequences.
1. After studying open senior high school, Mary is thinking whether or not to
pursue a degree in in college. She was told that if she graduates with a degree
with a degree in college, a life of fulfilment and happiness awaits her. Assist
Mary in making her decision.
3. Alden is exclusively dating Maine. He remembers that on their first date, Maine
told him that her birthday was this month. However, he forgot the exact date.
Ashamed to admit that he did not remember, he decides to use the hypothesis
testing to make an educated guess that today is Maine’s birthday. Help Alden
do it.
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Lesson REJECTION REGION AND
2 LEVEL OF SIGNIFICANCE
In this lesson, you are going to learn about test direction, rejection region, and
level of significance which are very important in making decisions about the claim or
hypothesis. In order to have a clear idea about these things, read thoroughly the texts
that follow:
Learning Concepts
Recall that the normal curve evolved from the probability distribution.
With the area under the curve being equal to 1, it has become a
mathematical model in hypothesis testing. The areas are probability values that we
need for decision – making. In hypothesis testing we determine the probability of
obtaining the sample results if the null hypothesis is true. Thus, the calculations can
be graphically represented using the normal curve. The greater than (>) the mean
direction can be shown at the right tail of the curve just as the less than (<) the mean
direction can be shown at the left tail (Belecina, et al.,2016)
Non – directional
(Two – tailed)
Directional
(One – tailed, right tail) 𝛼𝛼
Directional
(One – tailed, left tail) 𝛼𝛼
1 − 𝛼𝛼
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To determine whether the test is directional or non-directional we simply
examine the alternative hypothesis. If it uses the “not equal to” symbol (≠), then the
test is non-directional but if it utilizes the “less than (˂)“ or “greater than (˃)” symbol,
the test is directional.
The following simple steps are suggested in order to determine the
direction of the test.
1. State the null and alternative hypotheses.
2. Examine the symbol used in the alternative hypothesis.
3. Make a decision. (Directional or Non-directional)
Going to the right (right – tailed) Going to the left (left – tailed)
Example 1: A baker claims that the cake he developed is fortified with vitamin A.
Step 1: The hypotheses are;
Ho : The developed bread is not different with other bread.
Ha : The developed bread is fortified with vitamin B.
Step 2: The alternative hypothesis utilizes the ˃ symbol because of the
word fortified which means “to strengthen” or “to add”
Step 3: The test is directional or one-tailed (right-tailed).
Example 2: A combination of fruits provides the minimum daily requirement for vitamin
C.
Step 1: The hypotheses are;
Ho : The amount of vitamin C is equal to the daily requirement.
Ha : The amount of vitamin C is not equal to the daily requirement.
Step 2: The alternative hypothesis utilizes the ≠ symbol.
Step 3: The test is non-directional or two-tailed.
In making decisions, conclusions are formed and these conclusions are the bases
of actions. But this is not always the case in Statistics because the decisions that are
made were based on sample information. The best thing to do is to control the
probability with which error occurs.
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The probability of committing a Type I error is denoted by the Greek letter α (alpha)
while the probability of committing a Type II error is denoted by β (beta). These
probabilities are shown on the table below.
Below is the graphical representation of the decision errors under the normal curve.
α
Reject Ho Reject Ho Reject Ho
Notice that the rejection region of a directional test is in one tail while the
non – directional test the rejection region is distributed to the two tails of the
curve.
A Rejection region refers to the region under the normal curve where the
value of the test statistic lies for which the null hypothesis will be rejected. This
region is sometimes called critical region.
Therefore, if the computed statistic lies on the rejection region, then we
reject the null hypothesis. But, if it is found outside the rejection region, we
do not reject (accept) the null hypothesis.
Notice also that there is a line that separates the rejection region from the
non-rejection region denoted by 1 – α. This line passes through the
confidence coefficients, which are also called critical values.
18
The table below shows the critical values for the z – statistic.
The table of critical values of z shows that for a 95% confidence level, the critical
values for a non–directional test are –1.96 and +1.96. The negative ( - ) and positive
(+) signs tell that the rejection region is found on both tails of the distribution.
Moreover, for a directional test the critical value at 95% confidence level is +1.64 for
right–tailed and –1.64 for left – tailed.
Example 1. Is the computed z = 2.0 at 90% confidence level, two-tailed found in the
rejection region or acceptance region.
Steps Solution
Step 1: Determine the critical From the table, the critical value of z is ±1.64
value of z at 90% the ± sign is added because the direction is
confidence level, two- two-tailed.
tailed. Significance Level (α) 0.10 0.05 0.03 0.02 0.01
Confidence Level (1 –
90% 95% 97% 98% 99%
α)
One – tailed 1.28 1.64 1.88 2.05 2.33
Two – tailed 1.64 1.96 2.17 2.33 2.58
Accept Ho
Reject Ho Reject Ho
─1.64 +1.64
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Example 2. At what region is the computed z = 1.33 at 1% significance level, one-
tailed located?
Steps Solution
Step 1: Determine the critical From the table, the critical value of z is 2.33
value of z at 1% (0.01 the ± sign is omitted because the direction is
in decimal form) one-tailed.
significance level, one- Significance Level (α) 0.10 0.05 0.03 0.02 0.01
tailed. Confidence Level (1 –
90% 95% 97% 98% 99%
α)
One – tailed 1.28 1.64 1.88 2.05 2.33
Two – tailed 1.64 1.96 2.17 2.33 2.58
Accept Ho α
Reject Ho
2.33
Key Concepts:
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What can I do
Activity 1.
A. Tell whether each situation calls for a two – tailed or one – tailed
test. On the appropriate space draw a happy face if it is two-tailed and sad face
if it is one-tailed.
________ 1. A school nurse believe that 5% of the Grade 7 students have below
normal Body Mass Index (BMI) and should undergo a feeding program.
After making a survey, she found that 18 of 210 randomly selected
students have have below normal BMI.
________ 2. The Senior High School researchers claim that more than 20% of Senior
High School male students have tried smoking cigarette. After collecting
150 random samples, they found that 30 of them have tried smoking
cigarette.
________ 3. After launching the Water and Hygiene in School program, the principal
believes that 95 % of the students applied tha proper handwashing
techniques in school as well as at home. A random survey was
conducted to 500 students and only 410 of them said they practiced
correct handwashing technique both in school and at home
________ 4. A researcher claims that 50% of the rats in the locality are male. After
randomly collecting sufficient amount of samples, he found that the
proportion of male rats in the population of rats is 35%. Test the claim at
95% confidence level.
________ 5. A teacher wants to test his assumption that less than 30% of the Senior
High School students like research class. After randomly collecting 150
samples, he found out that only 40 students like their research class.
B. Using the table, supply the critical values of z given the confidence level and the
test direction.
C.
Confidence level Test Direction Z critical
90% One-tailed
99% Two-tailed
95% One-tailed
98% Two-tailed
95% Two-tailed
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D. For each situation, compare the computed value with the critical value by writing
the appropriate comparison symbol on the box and tell the location of z whether it
is in the rejection or acceptance region.
22
Lesson
TEST ON POPULATION MEAN
3
In this lesson you will be testing hypothesis concerning population mean. You
will be able to learn the steps in testing hypothesis, apply the knowledge that you
acquired in the preceding lessons.
What can I do
Activity 1: Choose a partner and visit the nearest court of law in your
place if there’s any. Interview one or two court employees on how the
court proceedings are being carried out. You may record your interview or write it on
a paper. If your place is far from a judicial court, you may visit a lawyer and ask him/her
about court proceedings.
In testing hypothesis, you can use whichever approach you feel comfortable.
As long as you follow each step properly and employ the test statistic appropriately,
you are on the right track. But, for this module we will be dealing only with the test
statistic approach.
DECISION RULE:
Comparing the Sample Mean and the Population Mean for Large Sample Size
Steps Solution
1. Formulate the hypotheses: (Ho): The average weight loss per month of
the null hypothesis and the women using the new drug is equal to
alternative hypothesis.. 4.5 kg.
(Ha): The average weight loss per month of
women using the new drug is not
equal to 4.5 kg.
In symbols:
Ho : µ = 4.5 kg
Ha : µ ≠ 4.5 kg
25
3. Compute the z-statistic. Given: Solution:
x̅ = 4.12
̅ -μ)√n
(X
µ = 4.5 z=
n = 12 σ
σ = 0.8 (4.12-4.5)√12
=
0.8
z= -1.65
4. Decision: Compare the The computed value (-1.65 ) is greater
computed value of z with the than the critical value (-1.96) , so the statistic
critical value. lies on the acceptance region, the null
hypothesis is not rejected (accepted).
Example 2. A senior high school researcher believes that it costs more than
Php 60 000 a year to send a child to college. To test this claim, a random sample of
50 families having college students were selected. It was found that the average
expenses for these families reveal a mean of Php 62 000 with a standard deviation of
Php 3 400. Test whether the senior high school researcher’s claim is valid using a 0.05
level of significance.
Solution
Steps Solution
1. Formulate the hypotheses: (Ho): The average cost per year in sending a
the null hypothesis and the child to college is equal to Php 90 000.
alternative hypothesis. (Ha): The average cost per year in sending a
child to college is more than Php 90
000.
In symbols:
Ho : µ = 90 000
Ha : µ > 90 000
26
3. Compute the z-statistic. Given: Solution:
X = 62 000
(𝑥𝑥̅ − 𝜇𝜇)√𝑛𝑛
µ = 60 000 𝑧𝑧 =
n = 50 𝜎𝜎
σ = 3 400
(62000 − 60000)√50
=
3400
𝑧𝑧 = 4.16
4. Decision: Compare the The computed value(4.16) is greater than
computed value of z with the the critical value (1.65) , so the statistic lies
critical value. on the rejection region, the null hypothesis is
rejected.
There is a significant difference between
5. Conclusion the sample mean and the population mean.
Thus the researcher is correct in his claim
that it cost more than Php 60 000 per year to
send a child to college.
Comparing the Sample Mean and the Population Mean for Small Sample Size
What if the condition is change? What if σ is not given and the sample size is
small (n<30)? In this case, the t-test for one sample mean shall be used instead of
the z-test. Please recall that the t-distribution and how to get the critical values of t
from the table had already been discussed in the preceding module.
To compare the sample mean and the population mean when the sample
size is less than 30 and the population standard deviation is not known, we use
the following formula.
( x - μ)√n ( x - μ)√n
z= or t =
s s
where:
27
The critical value of t is found in the t-distribution table at a given level of
significance, type of test, and degrees of freedom.
Example 3.
A printer manufacturing company claims that their new printer in the market is
ink efficient. It can print an average of 1400 pages of text documents. To check this
claim, a random sample of 28 printers has been tested and revealed a mean of 1450
pages with a standard deviation of 50. Does this result support the company’s claim?
Test the validity of the claim at 5% significance level.
Solution
Steps Solution
t = 5.29
The computed value(5.29) is greater than
4. Decision: Compare the
the critical value (1.703) , so the statistic lies
computed value of t with the
in the rejection region, the null hypothesis is
critical value.
rejected.
28
There is a significant difference between
5. Conclusion the sample mean and the population mean.
Thus the company’s claim that their new
printer can print an average of 1400 pages is
not supported.
Activity 2:
C. Apply the steps in hypothesis testing to test the validity of the claim in each
situation below.
1. The average IQ of a certain population is 100 with a standard deviation
of 15. A team of scientists wants to test a new medication to see if it has
either a positive or negative effect on intelligence, or no effect at all. A
random sample of 30 participants who have taking the medication has a
mean of 140. Did the medication affect intelligence, test the claim using
alpha = 0.05?
29
2. A simple random sample of 15 people from a certain population has a
mean age of 35 with a standard deviation of 20. Can we conclude that
the mean age of the population is younger than 35? Let alpha = .05.
In the previous lesson, you have learned that for large sample size the
appropriate test statistic is the z – test. Since, in population proportion
we deal with large samples then z – test is the appropriate test statistic to be used. In
this lesson, you are expected learn how to calculate the value of the z-statistic for
population proportion. To understand more about z – test for population proportion
read the succeeding text.
Belicina, et al. (2016) states that when testing about a proportion, a percentage,
or a probability, the following assumptions must be made:
1. The conditions for a binomial experiment are met. That is, there is a fixed
number of independent trials with constant probabilities, and each trial has
two outcomes that we usually classify as “success” and “failure.”
If all the above conditions are met, the test statistic is the z–test for proportions.
1. A researcher wants to test his assumption that 75% of the senior high school
students who enrolled in the academic track wanted to become a teacher. He
collected samples randomly and found out that 25 out of 130 are planning to
become a teacher. Compute for the value of z.
Explanation:
In the problem, the hypothesized proportion (p) is 75% or 0.75 in decimal form.
The sample proportion ( p^ out of 130, to convert this to decimal simply
) is 25
divide 25 by 130.
Solution:
a) First, we will solve for :
^
p =
𝑋𝑋
𝑛𝑛
25
= 130 = 0.19
q = 1 – p = 1 – 0.75 = 0.25
2. A local radio station claims that 54% of the population who listen to radio broadcast
are listening to their station. After collecting 250 samples randomly, they found out
that only 67 of them listen to the said radio station. Compute the value of z.
Explanation:
In the problem, the hypothesized proportion (p) is 54% or 0.54 in decimal form.
The sample proportion ( ) is 67 ^p out of 250, to convert this to decimal simply divide
67 by 250.
Solution:
^
a) First, we will solve for p :
p^ = X = 67 = 0.27
n 250
31
b) Next, we will sove for q :
q = 1 – p = 1 – 0.54 = 0.46
Activity 1:
A. For each item below, compute the value of q and then the value of z given the
P^
hypothesized proportion (p), the observed proportion( ) and the sample size (n).
^
1. p = 0.3 , p = 0.22 , n = 60
^
2. p = 0.8 , p = 0.72 , n = 140
3. p = 0.55 , ^p = 0.62 , n = 70
^p
4. p = 0.7 , = 0.54 , n = 110
^p
5. p = 0.47 , = 0.18 , n = 55
B. For each problem below, compute for the value of the hypothesized proportion
^
(p ), the value of q, and finally the value of z.
1. A student researcher claims that 8% of the Junior High School completers will
enroll in private Senior High Schools. To test this claim, he collected sufficienct
samples randomly and found out that 85 out of 380 Junior High School
completers are planning to enrol in private Senior High Schools.
2. The Senior High School researchers claim that 20% of Senior High School male
students have tried smoking cigarette. After collecting 150 random samples,
they found that 40 of them have tried smoking cigarette.
3. A teacher wants to test his assumption that less than 30% of the Senior High
School students like research class. After randomly collecting 150 samples, he
found out that only 50 students like their research class.
4. A school nurse believe that 5% of the Grade 7 students have below normal
Body Mass Index (BMI) and should undergo a feeding program. After making
a survey, she found that 18 of 210 randomly selected students have have below
normal BMI.
5. After launching the Water and Hygiene in School program, the principal
believes that 95 % of the students applied tha proper handwashing techniques
in school as well as at home. A random survey was conducted to 500 students
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and only 410 of them said they practiced correct handwashing technique both
in school and at home.
Now, let’s apply this to examples. For purposes of discussion, we will use the
same problems presented in the preceding lesson.
SampleProblem 1:
A researcher wants to test his assumption that 75% of the senior high school
students who enrolled in the academic track wanted to become a teacher. He
collected samples randomly and found out that 25 out of 130 are planning to
become a teacher. Test the validity of the assumption.
Steps Solution
33
Since the significance is not stated, we will
set it to 95%
2. Set the significance level for α.
α = 0.05, two-tailed.
Z critical = +1.96, -1.96
^ :
First, we will solve for p
^ 𝑋𝑋 25
p = 𝑛𝑛
= 130 = 0.19
Next, we will sove for q :
3. Compute the z-statistic.
q = 1 – p = 1 – 0.75 = 0.25
Finally, we will solve for z:
^p-p 0.19-0.75
z= pq
= = - 14.75
√ (0.75)(0.25)
n √
130
Sample Problem 2:
A local radio station claims that 54% of the population who listen to radio
broadcast are listening to their station. After collecting 250 samples randomly,
they found out that only 67 of them listen to the said radio station. Test the
validity of the claim.
It’s your turn now, fill in the table with the necessary information.
Steps Solution
(Ho):
(Ha):
1. Formulate the hypotheses:
In symbols:
the null hypothesis and the
Ho : p =
alternative hypothesis..
Ha : p ≠
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α=
2. Set the significance level for α.
Z critical =
^
First, we will solve forp :
^ 𝑋𝑋
p = 𝑛𝑛
= =
5. Conclusion
What can I do
Activity 2.
Test the validity of the hypothesis stated in each problem using the steps
in hypothesis testing.
1. A teacher wants to test his assumption that less than 30% of the Senior High
School students like research class. After randomly collecting 150 samples, he
found out that only 65 students like research class. Is the teacher’s claim valid?
Test the hypothesis at 95% confidence level.
2. After launching the Water and Hygiene in School program, the principal
believes that more than 90 % of the students applied the proper handwashing
techniques in school as well as at home. A random survey was conducted to
500 students and only 410 of them said they practiced correct handwashing
technique both in school and at home. Test the validity of the principal’s belief
at 90% confidence level.
35
Assessment
What have
Directions: Select the letter of the option that correctly answers the questions or
completes the statement.
1. It is a rule or method that leads to decision to accept or reject the hypothesis when
sample values are gathered from the population under study.
A. Estimation C. Hypothesis Testing
B. Hypothesis D. Test Statistic
2. What mathematical model is appropriate for decision-making about population
proportion?
A. Graphical representation C. z – statistic
B. Normal curve D. None of these
3. This refers to an intelligent guess, an assumption, or a claim about a population
parameter which may either be true or false.
A. Hypothesis C. Decision
B. Test statistic D. Interpretation
4. The probability of rejecting the null hypothesis when it is true is called,
A. Level of Confidence C. Power of the test
B. Level of Significance D. Estimate interval
5. What is the purpose of hypothesis testing?
A. To collect sample data and use them to formulate hypotheses about a
population.
B. To draw conclusions about population and then collect sample data to support
the conclusions.
C. To draw conclusions about populations from sample data.
D. To draw conclusions about the known value of population parameter
6. Which of the following statements is true when the null hypothesis is rejected?
A. There is significant difference between the parameters being compared.
B. There is no significant difference between the parameters being compared.
C. The conclusion is guaranteed.
D. The conclusion is not guaranteed.
7. If in the z-test of proportions, the computed z is found on the rejection region then
this means that:
A. The sample proportion is equal to the hypothesized proportion.
B. The sample proportion is equal to the population proportion.
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C. The sample proportion is not equal to the hypothesized proportion.
D. The sample proportion is not equal to the population proportion
8. What is the value of α for the 95% confidence level of a two-tailed test?
A. 0.01 C. 0.10
B. 0.05 D. 0.025
^
9. If p = 0.3, p = 0.4, n = 50 what is the value of z?
A. 0.45 C. 1.54
B. 0.63 D. 0.55
10. Under the normal curve, the middle part represents
A. Confidence level C. Acceptance region
B. Confidence interval D. All of these
End of Assessment
37
4. Decision: Compare the The computed value (5.96 ) is greater
computed value of z with the than the critical value(1.28) , so the statistic
critical value. lies on the rejection region. The null
hypothesis is rejected.
REFERENCES
Amitav Banerjee, et al. “Hypothesis testing, type I and type II errors”. Industrial
Psychiatry Journal. 2009. Retrieved from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2996198/.
Banigon, et al., 2016. Statistics and Probability for Senior High Schools. Quezon City,
Philippines: Educational Resources Corporation.
Belicina, et al., 2016. Statistics and Probability.1 st ed. Manila, Philippines: Rex Book
Store, Inc.
Efren B. Mateo, Elisa S. Baccay, & Rene R. Belecina, Statistics and Probability, Rrex
Book Store, 2016.
Jose Ramon G. Albert, et.al., Statistics and Probability Teaching Guide for Senior High
School, Department of Education, 2016.
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Lisa Sullivan, “Hypothesis Testing: Upper-, Lower, and Two Tailed Tests,” in
Hypothesis Testing for Means & Proportions, Boston University School of
Public Health, 2017. Retrieved from http://sphweb.bumc.bu.edu/otlt/MPH-
Modules/BS/BS704_HypothesisTest-Means-
Proportions/BS704_HypothesisTest-Means-Proportions3.html
Rosie Shier. “Statistics: 1.1 Paired t-tests”, Mathematics learning Center, 2004.
Retrieved from http://www.statstutor.ac.uk/resources/uploaded/paired-t-
test.pdf
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