Statistics and

Probability
Quarter 4 – Module 1:
Testing Hypothesis
CO_Q4_Statistics and Probability SHS
Module 1
Statistics and Probability
Alternative Delivery Mode
Quarter 4 – Module 1: Testing Hypothesis
First Edition, 2021

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The publisher and authors do not represent nor claim ownership over
them.

Published by the Department of Education

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

Development Team of the Module

Writers: Josephine B. Ramos

Editors: Jerome A. Chavez, Gilberto M. Delfina, Josephine P. De Castro, and Pelagia L.
Manalang
Reviewers: Josephine V. Cabulong, Nenita N. De Leon, and Tesalonica C. Abesamis,
Allan Immanuel U. Ortiz, Laarni Q. Lachica, Luzviminda Cynthia Richelle F. Quintero,
Jerome A. Chavez, Generosa F. Zubieta, Edna E. Eclavea Illustrator: Jeewel C.
Cabriga
Layout Artist: Edna E. Eclavea and Ermelo A. Escobinas
Management Team: Francis Cesar B. Bringas
Job S. Zape, Jr.
Ramonito Elumbaring
Reicon C. Condes
Elaine T. Balaogan
Fe M. Ong-ongowan
Imelda C. Raymundo
Generosa F. Zubieta
Louie L. Fulledo

Printed in the Philippines by ________________________

Department of Education – Region 4A CALABARZON

Office Address: Gate 2 Karangalan Village, Brgy. San Isidro, Cainta, Rizal
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: lrmd.calabarzon@deped.gov.ph
 Statistics and
Probability
Quarter 4 – Module 1:
Testing Hypothesis

Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners,
can continue your studies and learn while at home. Activities, questions,
directions, exercises, and discussions are carefully stated for you to understand
each lesson.
 Each SLM is composed of different parts. Each part shall guide you step-
bystep as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in each

SLM. This will tell you if you need to proceed on completing this module or if you
need to ask your facilitator or your teacher’s assistance for better understanding
of the lesson. At the end of each module, you need to answer the post-test to
self-check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how they
can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on any
part of this SLM. Use a separate sheet of paper in answering the exercises and
tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.

Thank you.
 What I Need to Know

Hypothesis testing can allow us to measure data in samples to learn more about
the data in populations that are often too large or inaccessible. We can measure
a sample mean to learn more about the mean in a population. Here, we can
either accept or reject our assumption using hypothesis testing. This ADM
module in hypothesis testing will help you study the different concepts and steps
in hypothesis testing as well as its application in real-life situations.

After going through this module, you are expected to:

1. define and illustrate the null hypothesis, alternative hypothesis, level of

significance, rejection region, and types of errors in hypothesis testing; 2.
identify the rejection and non-rejection regions and the critical values; and
3. differentiate Type I and Type II errors in claims and decisions.

Are you ready now to study hypothesis testing using your ADM module? Good
luck and may you find it helpful.

CO_Q4_ Statistics and Probability

SHS
Module 1
 What I Know

Choose the best answer to the given questions or statements. Write the letter of
your answer on a separate sheet of paper.

1. It is a proposed explanation, assertion, or assumption about a population

parameter or about the distribution of a random variable.
a. Decision c. Probability
b. Statistics d. Hypothesis

2. What is the statistical method used in making decisions using

experimental data?
a. Simple analysis c. Hypothesis testing
b. Analytical testing d. Experimental testing

3. It is also the probability of committing an incorrect decision about the null

hypothesis.
a. Level of error c. Level of acceptance
b. Level of hypothesis d. Level of significance

4. Which of the following describes an alternative hypothesis using two-

tailed test?
a. 𝐻𝑎 = 100 c. 𝐻𝑎 > 100
b. 𝐻𝑎 ≠ 100 d. 𝐻𝑎 < 100

5. In a one-tailed test, in which critical value listed below will the computed z
of

a. 1.383 c. 2.228
2.313 fall in the acceptance region?

b. 1.533 d. 2.365

6. Which of the following would be an appropriate null hypothesis?

a. The mean of a sample is equal to 75.
b. The mean of a population is equal to 75.
c. The mean of a sample is not equal to 75.
d. The mean of a population is greater than 75

7. When is a Type I error committed?

a. We reject a null hypothesis that is false.
b. We reject a null hypothesis that is true.
c. We fail to reject a null hypothesis that is true.
2

CO_Q4_ Statistics and Probability

SHS
Module 1
 d. We fail to reject a null hypothesis that is false.

8. When is a Type II error committed?

a. We reject a null hypothesis that is true.
b. We reject a null hypothesis that is false.
c. We fail to reject a null hypothesis that is true.
d. We fail to reject a null hypothesis that is false.

9. Which of the following is a Type I error?

a. 𝐻0 is true; reject 𝐻0.
b. 𝐻0 is false; reject 𝐻0.
c. 𝐻0 is true; fail to reject 𝐻0.
d. D. 𝐻0 is false; fail to reject 𝐻0.

10. Which of the following describes an alternative hypothesis in a

lefttailed test?
a. 𝐻𝑎 > 100 b. 𝐻𝑎 < 100 c. 𝐻𝑎 = 100 d. 𝐻𝑎 ≠ 100

11. Which of the following must be used as the level of significance if we want
a higher possibility of correct decision ?
a. 1% b. 5% c. 10% d. 25%

12. Which of the following would be an appropriate alternative hypothesis for

one-tailed test?
a. 𝐻𝑎 < 100 b. 𝐻𝑎 = 100 c. 𝐻𝑎 ≥ 100 d. 𝐻𝑎 ≤ 100

13. Using a left-tailed test, which of the following value of z falls in the
rejection region where the critical value is – 1.725 ?
a. – 1.700 b. – 1.715 c. – 1.724 d. – 1.728

14. If the computed z-value is 2.015 and the critical value is 1.833, which of
the following statements could be true ?
a. It lies in the rejection region, 𝐻𝑜 must be rejected.
b. It lies in the rejection region, we failed to reject 𝐻𝑜.
c. It lies in the non-rejection region, 𝐻𝑜 must be rejected.
d. It lies in the non-rejection region, we failed to reject 𝐻𝑜.

15. If the computed z-value is – 1.290 and the critical value is – 2.571, which
of the following statements could be true ?
a. It lies in the rejection region, 𝐻𝑜 must be rejected.

CO_Q4_ Statistics and Probability

SHS
Module 1
 b. It lies in the rejection region, we failed to reject 𝐻𝑜.
c. It lies in the non-rejection region, 𝐻𝑜 must be rejected.
d. It lies in the non-rejection region, we failed to reject 𝐻𝑜

Lesso

n 1 Testing Hypothesis
Have you at a certain time asked yourself how you could possibly decide to put a
business in place and gain your expected profit? Or wonder if a judge in a trial
could have given a wrong decision in determining who’s guilty? Or think if your
classmates’ average weights differ significantly among your age? Or imagine
how a newly discovered medicine is being tested for human treatment?

This lesson will help you make sound decisions in dealing with these situations

What’s In

Activity 1: Where Am I Now?

Identify the region where each of the given values falls.

CO_Q4_ Statistics and Probability

SHS
Module 1
 Region B
Region A
Region C

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

1. 𝑡 = 1.95 ______________________________
2. 𝑡 = 0.15 ______________________________
3. 𝑡 = −1.45 ______________________________
4. 𝑡 = −2.4 ______________________________ 5. 𝑡 = 2.73
______________________________
Answer the following questions.
1. Are you familiar with the shape of the curve used in Activity 1?
2. What is the name of that curve?
3. In what type of distribution is this kind of curve used?
4. How were you able to locate in which region the given value falls?
5. What mathematical concepts did you apply in locating the region?

Notes to the
Teacher
Check the student’s level of readines
s for the next topic. If
she/he did not answer most of the items and the guide questions,
you may provide another review activity about normal curve.

What’s
New
Activity 2: Keep Me Connected!
5

CO_Q4_ Statistics and Probability

SHS
Module 1
Analyze the situation below and answer the questions that follow.

According to a survey, the average daily

usage of social media worldwide of global
internet users amounts to 142 minutes per day.
Sofia conducts her own survey among her
friends to find out if their time spent on social
media is significantly higher than the global
survey.

Before her survey, she formulated the following claims:

Claim A: The average daily usage of social media of her friends is the
same as the global average usage.
Claim B: The average daily usage of social media of her friends is
higher than the global average usage.

The table shows Sofia’s friends and their respective time

spent on social media.
Minutes per Day Spent on
Friend’s Name
Social Media
Allen 132
Bryan 148
Ellen 165
Jake 157
Mindie 120
Shamsi 144
Candice 136
Dory 160
Mitch 185
Mila 173

Answer the following questions:

1. What statistical data is/are needed to prove which of Sofia’s claims is

accepted or rejected?

2. What is the average daily usage of social media of her friends? Compare it
with the previous average usage.
3. Which of the two claims could probably be true? Why?

CO_Q4_ Statistics and Probability

SHS
Module 1
 4. If Sofia computed the average daily internet usage of her friends to be
higher than the global survey, do you think it would be significantly
higher?

5. What is your idea of an average value being significantly higher than the
global average value?

6. What do you think is the difference between simple comparison of data

and hypothesis testing?

What is It

Hypothesis testing is a statistical method applied in making decisions using

experimental data. Hypothesis testing is basically testing an assumption that we
make about a population.

A hypothesis is a proposed explanation, assertion, or assumption about a

population parameter or about the distribution of a random variable.

Here are the examples of questions you can answer with a hypothesis test:
• Does the mean height of Grade 12 students differ from 66 inches?
• Do male and female Grade 7 and Grade 12 students differ in height on
average?
• Is the proportion of senior male students’ height significantly higher
than that of senior female students?

Key Terms and Concepts Used in Test Hypothesis

The Null and Alternative Hypothesis

✓ The null hypothesis is an initial claim based on previous analyses,

significant difference between two parameters. It is denoted by 𝐻𝑜.

which the researcher tries to disprove, reject, or nullify. It shows no

✓ The alternative hypothesis is contrary to the null hypothesis, which

shows that observations are the result of a real effect. It is denoted
7

CO_Q4_ Statistics and Probability

SHS
Module 1
 𝐻𝑎.
by

Note: You can think of the null hypothesis as the current value of the
population parameter, which you hope to disprove in favor of your
alternative hypothesis.

Take a look at this example.

The school record claims that the mean score in Math of the incoming
Grade 11 students is 81. The teacher wishes to find out if the claim is true. She
tests if there is a significant difference between the batch mean score and the
mean score of students in her class.

Let 𝜇 be the population mean score and 𝑥̅ be the mean score of students
Solution:

in
her class.

You may select any of the following statements as your null and
alternative hypothesis as shown in Option 1 and Option 2.

Option 1:
𝐻𝑜: The mean score of the incoming Grade 11 students is 81 or 𝜇 = 81.
𝐻𝑎: The mean score of the incoming Grade 11 students is not 81 or 𝜇 ≠ 81.

Option 2:
𝐻𝑜: The mean score of the incoming Grade 11 students has no significant difference
with the mean score of her students or 𝜇 = 𝑥̅.
𝐻𝑎: The mean score of the incoming Grade 11 students has a significant difference
with the mean score of her students or 𝜇 ≠ 𝑥̅.

Now, it’s your turn!

Based on the first claim of Sofia in Activity 2 that “the average daily usage of
social media of her friends is the same as the global average usage”, formulate
two hypotheses about the global average usage (𝜇) and the average usage of her

𝐻𝑜: _____________________________________________
friends (𝑥̅) on the blanks provided below.

𝐻𝑎: _____________________________________________
You can verify your answer below and start working on the next activity .

𝐻𝑜: The average daily usage of Sofia’s friends is the same as the global average usage.
𝐻𝑎: The average daily usage of Sofia’s friends is not the same as the global average usage.

CO_Q4_ Statistics and Probability

SHS
Module 1
Here is another key term you should know!

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

Level of Significance

significance in which we accept or reject the null hypothesis.

✓ 100% accuracy is not possible in accepting or rejecting a hypothesis.
✓ The significance level α is also the probability of making the wrong
decision when the null hypothesis is true.

Do you know that the most common levels of significance used are 1%, 5%, or
10%?

Some statistics books can provide us table of values for these levels of
significance.

Take a look at this example.

Maria uses 5% level of significance in proving that there is no significant
change in the average number of enrollees in the 10 sections for the last two
years. It means that the chance that the null hypothesis (𝐻𝑜) would be rejected
when it is true is 5%.

𝛼 = 0.05

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

𝛼 = 0.05 is actually the area under the normal curve

within the rejection region.

It’s your turn!

If Sofia used a 0.10 level of significance, what are the chances that she would
have a wrong conclusion if the two values have no significant difference?

Here is another key term you should know!

✓ When the alternative hypothesis is two-sided like 𝐻𝑎: 𝜇 ≠ 𝜇0, it is called

Two-Tailed Test vs One-Tailed Test

two-tailed test.
✓ When the given statistics hypothesis assumes a less than or greater
than value, it is called one-tailed test.

Here are some examples.

CO_Q4_ Statistics and Probability

SHS
Module 1
The school registrar believes that the average number of enrollees this school
year is not the same as the previous school year.

In the above situation, let 𝜇0 be the average number

of enrollees last year. 𝐻𝑜: 𝜇 = 𝜇0
�𝑎 : 𝜇 ≠ 𝜇0
�

If �𝑎 uses ≠, usea two

-
tailed
� test.
2
�
�

2
�
2
�
� �

However, if the school registrar believes that the average number of enrollees
this school year is less than the previous school year, then you will have:

𝐻𝑜: 𝜇 = 𝜇0
𝐻𝑎: 𝜇 < 𝜇0

�
�

𝐻𝑎 contains the symbol

Use the left-tailed when

<.

On the other hand, if the school registrar believes that the average number of
enrollees this school year is greater than the previous school year, then you will

𝐻𝑜: 𝜇 = 𝜇0
have:

𝐻𝑎: 𝜇 > 𝜇0

10

CO_Q4_ Statistics and Probability

SHS
Module 1
 �
�

�𝑎 contains the symbol>.

Use the right-tailed test when

Now back to the two claims of Sofia, what do you think should be the type of test
in her following claims?
Claim A: The average daily usage of social media of her friends is the
same as the global average usage.

Claim B: The average daily usage of social media of her friends is

higher than the global average usage.
Here is the other concept!

Illustration of the Rejection Region

✓ The rejection region (or critical region) is the set of all values of the test
statistic that causes us to reject the null hypothesis.
✓ The non-rejection region (or acceptance region) is the set of all values of the
test statistic that causes us to fail to reject the null hypothesis.
✓ The critical value is a point (boundary) on the test distribution that is compared
to the test statistic to determine if the null hypothesis would be rejected.

Non -Rejections Rejection

Region
Region

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

Critical Value

11

CO_Q4_ Statistics and Probability

SHS
Module 1
Illustrative Example
1:
� 𝑜) usage
Now, let’s take a look at Sofia’s first claim. She assumed that the average
online usage of iends
her is the same as the global
fr ( �.
� = ��� where
� ̅ −�
Shecomputed for -thevalue using the formula � =142,�̅ =
√𝑛
t � � �
�̅ −�
15 , s = 19.855, and= n
�= �
2 10.
� √� �
��
Use a
15 −14
�=
This-test � scientific
calculator

21 .852
twas discussed
formula in verify
to

9√15
the last � computed
the -

0
chapter. tvalue

� = 6.278
1 .
0
� 7
� = 1.59
� 3

From the table -values,

of determine the critical df
value.
= -1 = 9, -tailed
ttest at 5% level Use
of n one
significance.
The critical
-value is 1.833.
tHow did we get that
value?
Look at this illustration!

The table-values
of
can
t be found at
last
the part of
modul
this
e.

Now, you can sketch a t distribution curve and label showing the rejection area
(shaded part), the non-rejection region, the critical value, and the computed t-
value. This is how your t distribution curve should look like!

12

CO_Q4_ Statistics and Probability

SHS
Module 1
 Rejection
Region
Non-Rejection
Region

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5

3

1.593 1.833
(Computed Value) (Critical Value
)

As you can see from your previous illustration, the ed -tcomput

value of 1.593 is at the left of the critical value 1.833. So, in
which region do you think the computed value falls?

The computed value is less than the critical value.

𝐻𝑜: The average online usage of her
friends is the same as the global
The computed t- We fail to reject the
usage.
𝐻𝑎: The average online usage of her hypothesis, 𝐻𝑜.
value is at the non- null
rejection region.
friends is higher than the global
usage.

Illustrative Example 2:
A medical trial is conducted to test whether a certain drug reduces cholesterol
level or not. Upon trial, the computed z-value of 2.715 lies in the rejection area.

-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

The computed z-value of

2.715 can be found here!

The computed value is greater than the critical value.

𝐻𝑜: The certain drug is not effective in We reject the

The computed z-

𝐻𝑎: The certain drug is effective in rejection region. 𝐻𝑜 in favour of

reducing cholesterol level. null hypothesis,
value is at the

reducing cholesterol level. 𝐻𝑎.

Illustrative Example 3:

13

CO_Q4_ Statistics and Probability

SHS
Module 1
±1.753 and determine if the computed t-value of –1.52 lies in that region.
Sketch the rejection region of the test hypothesis with critical values of

Solution:
Draw a t-distribution curve. Since there are two critical values, it is a two
tailed test. Locate the critical values and shade the rejection regions.

Now, locate the computed t-value of –1.52. You can clearly see that it is
not at the rejection region as shown in the following figure. The computed
t-value is at the non-rejection region. Therefore, we fail to reject the null
hypothesis,
𝐻𝑜.

– 1.52

– 1.753 (critical 1.753 (critical

value) value)

Type I and Type II Errors

✓ Rejecting the null hypothesis when it is true is called a Type I

error with probability denoted by alpha (𝜶). In hypothesis
testing, the normal curve that shows the critical region is called
the alpha region.

✓ Accepting the null hypothesis when it is false is called a Type II

error with probability denoted by beta (𝛃). In hypothesis
testing, the
normal curve that shows the acceptance region is called the beta
region.

✓ The larger the value of alpha, the smaller is the value of beta.

14

CO_Q4_ Statistics and Probability

SHS
Module 1
 This is the region of Type I

α = P [Type I error]
error.

= P [� is true, Reject� ]
� �
𝑜 𝑜

Region where� 𝑜
is true �

II error. β = P [type II error]

This is the region of Type

= P [𝐻𝑜 is false, Fail to reject

𝐻𝑜 ]

𝜷
Region where �𝑜 is
false �

To summarize the difference between the Type I and Type II errors, take

a look at the table below.

Null Hypothesis 𝑯𝒐 Fail to Reject 𝑯𝒐 Reject 𝑯𝒐

Correct Decision Type I Error
True - Failed to reject 𝐻𝑜 - Rejected 𝐻𝑜
when it is true when it is true
15

CO_Q4_ Statistics and Probability

SHS
Module 1
 Type II Error Correct Decision
False - Failed to reject 𝐻𝑜 - Rejected 𝐻𝑜 when
when it is false it is false

Now, complete the statements that follow.

Analyze the possibilities of Sofia’s conclusion. Identify if it is a Type I Error,

Type II Error, or a Correct Decision.

If Sofia finds out that her null hypothesis is …

1. true and she fails to reject it, then she commits a
____________________. 2. true and she rejects it, then she commits a
_____________________.
3. false and she fails to reject it, then she commits a __________________.

4. false and she rejects it, then she commits a _____________________.

Your answers should be: 1) Correct Decision, 2) Type I Error, 3) Type

II Error, and 4) Correct Decision.

Illustrative Example:

Bryan is starting his own food cart

business and he is choosing cities where
he will run his business. He wants to
survey residents and test at 5% level of
significance whether the demand is high
enough to support his business or not
before he applies for the necessary
permits to operate in his selected city. He
will only choose a city if there is strong
evidence that the demand there is high
enough. We can state the null hypothesis
for his test as:
𝐻𝑜: The demand is high enough.
What would be the consequence of a Type I error in this
setting?

_____ He doesn't choose a city where demand is actually high enough.

_____ He chooses a city where demand is actually high enough.
_____ He chooses a city where demand isn't actually high enough .
16

CO_Q4_ Statistics and Probability

SHS
Module 1
 The Type I error is the first statement because he rejected the true null
hypothesis.

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

_____ He doesn't choose a city where demand is actually high enough.
_____ He chooses a city where demand is actually high enough.
_____ He chooses a city where demand isn't actually high enough.

The Type II error is the third statement because he failed to

reject the false null hypothesis.

What is the probability of Type I error?

_____ 0.10 _____ 0.25 _____ 0.05 _____ 0.01

The probability of Type I error is 0.05 because it is the level of

significance used.

What’s More

Activity 1.1 Null Vs Alternative

State the null and the alternative hypotheses of the following statements.

1. A medical trial is conducted to test whether a new medicine reduces uric

acid by 50% or not.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

2. We want to test whether the general average of students in Math is

𝐻𝑜: ____________________________________________________
different from 80%.

𝐻𝑎: ____________________________________________________

3. We want to test whether the mean height of Grade 8 students is 58 inches.

17

CO_Q4_ Statistics and Probability

SHS
Module 1
 𝐻𝑜: ____________________________________________________
𝐻𝑎: _________________________________________________________

4. We want to test if LPIHS students take more than four years to graduate

𝐻𝑜: ____________________________________________________
from high school, on the average.

𝐻𝑎: ____________________________________________________

5. We want to test if it takes less than 60 minutes to answer the quarterly

test in Calculus.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

6. A medical test is conducted to determine whether a new vaccine reduces

𝐻𝑜: ____________________________________________________
or not the complications of dengue fever.

𝐻𝑎: _________________________________________________________

7. The enrolment in high school this school year increases by 10%.. 𝐻𝑜:
____________________________________________________
𝐻𝑎: _________________________________________________________

8. The intelligence quotient of male grade 11 students is the same as the

female students.
𝐻𝑜: ____________________________________________________
𝐻𝑎: ____________________________________________________

9. The school want to test if the students in Grade 7 prefer online distance

𝐻𝑜: ____________________________________________________
learning as the method of instruction.

𝐻𝑎: _________________________________________________________

10.The school librarian wants to find out if there was an increase in the

𝐻𝑜: ____________________________________________________
number of students accessing the school library.

𝐻𝑎: _________________________________________________________

Activity 1.2 The Tale of Tails

Determine if one-tailed test or two-tailed test fits the given alternative
hypothesis.

1. The mean height of Grade 12 students is less than 66 inches.

2. The standard deviation of their height is not equal to 5 inches.

18

CO_Q4_ Statistics and Probability

SHS
Module 1
 3. Male Grade 7 and Grade 12 students differ in height on average.
4. The proportion of senior male students’ height is significantly higher than
that of senior female students
5. The average grade of Grade 11 students in Statistics is lower than their
average grade in Calculus.
6. The newly found vaccine reduces the risks of viral infections of the
patients.
7. The enrolment in elementary schools is not the same as the enrolment in
the secondary schools.
8. Male adolescents have higher intelligence quotient level than the female
adolescents.
9. The average number of internet users this year is significantly higher as
compared last year.
10.Paracetamol and Ibuprofen have the same rate of time to reduce the
headache of the patients.

Activity 1.3 Are You In or Out?

Illustrate the rejection region given the critical value and identify if the t-values
lie in the non-rejection region or rejection region.

1. critical t-value of 1.318 computed t-

value of 1.1

The computed t-value is at the

__________ region.

2. critical t-value of −1.671 computed

t-value of −2.45

The computed t-value is at the

__________ region.

3. critical t-value of 1.725 computed t-

value of 2.14

19

CO_Q4_ Statistics and Probability

SHS
Module 1
 The computed t-value is at the __________ region.

4. critical t-value of ±1.311 computed t-value of −1.134

The computed t-value is at the __________ region.

5. critical t-value of −1.701 computed t-value of −2.48

The computed t-value is at the __________ region.

6. critical t-value of 2.12 computed t-value of 2.15

The computed t-value is at the __________ region.

7. critical t-value of −2.306

t-value of −2.110
computed

The computed t-value is at the

__________ region.

8. critical t-value of 2.228 computed t-

value of 1.987

The computed t-value is at the

__________ region.

20

CO_Q4_ Statistics and Probability

SHS
Module 1
 9. critical t-value of ±1.812 computed t-value of −1.915

The computed t-value is at the __________ region.

10. critical t-value of −1.860 computed t-value of −2.3

The computed t-value is at the __________ region.

Activity 1.4 Type I or Type II

Check the box that corresponds to your answer.

Situation 1:

A quality control expert wants to test the null

hypothesis that an imported solar panel is an
effective source of energy.
1. What would be the consequence of a
Type I error in this context?
They do not conclude that the They do not conclude that the
solar panel is effective when it is solar panel is effective when it is
not actually effective. actually effective.
They conclude that the solar panel They conclude that the solar
is effective when it is actually panel is effective when it is not
effective. actually effective.

2. What would be the consequence of a Type II error?

21

CO_Q4_ Statistics and Probability

SHS
Module 1
 They do not conclude that the They do not conclude that the
solar panel is effective when it is solar panel is effective when it is
not actually effective. actually effective.
They conclude that the solar panel They conclude that the solar
is effective when it is actually panel is effective when it is not
effective. actually effective.

Situation 2:

A resort owner does a daily water quality

test in their swimming pool. If the level
of contaminants is too high, then he
temporarily closes the pool to perform a
water treatment.

We can state the hypotheses for his test

𝐻𝑜: The water quality is acceptable.

as:

𝐻𝑎: The water quality is not acceptable.

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

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

The owner does not close the

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

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

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

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

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

setting?

Type I Error Type II Error

22

CO_Q4_ Statistics and Probability

SHS
Module 1
 What I Have Learned

Complete the following statements. Write the answers in your notebook.

1. _________________________is a statistical method applied in making

decisions using experimental data.

2. A ________________________ is a proposed explanation, assertion, or

assumption about a population parameter or about the distribution of a
random variable.

3. The null hypothesis is an initial claim which the researcher tries to

______________________________________.

4. The alternative hypothesis is contrary to the

______________________________________.

5. The level of significance is denoted by_______________________.

6. The significance level α is also the probability of making the wrong

decision when ____________________________________.

7. When the alternative hypothesis is two-sided, it is

called
_____________________________.

8. When the given statistics hypothesis assumes a less than or greater than
value, it is called ______________________________.

9. The rejection region (or critical region) is the set of all values of the test
statistic that causes us to ________________________________

10. Rejecting the null hypothesis when it is true results to

what type of error?

What I Can Do
Cite five (5) situations in your community where you can apply hypothesis
testing. Then, just choose one situation and:

1. create a problem statement;

2. formulate the null and alternative hypothesis;
3. select the level of significance and sketch the rejection region; and
4. state the possible Type I and Type II errors.

23

CO_Q4_ Statistics and Probability

SHS
Module 1
 Assessment

Choose the best answer to the given questions or statements. Write the letter of
your answer on a separate sheet of paper.

1. It is the statistical method used in making decisions using experimental

data.
a. observation c. analytical testing
b. simple analysis d. hypothesis testing

2. What term is being used to describe a proposed explanation, assertion,

or assumption about a population parameter or about the distribution of
a random variable?
a. statistic b. decision c. hypothesis d. probability

3. What term is being used to describe a proposed explanation, assertion,

or assumption about a population parameter or about the distribution of
a random variable?
a. level of error c. level of acceptance
b. level of hypothesis d. level of significance

4. Which of the following would be an appropriate null hypothesis?

a. The mean of a sample is equal to 80.
b. The mean of a population is equal to 80.
c. The mean of a population is not equal to 80.
d. The mean of a population is greater than 80.

a. 𝐻0: 𝜇 = 𝜇0 c. 𝐻0: 𝜇 ≥ 𝜇0
5. Which of the following describes a null hypothesis using two-tailed test?

b. 𝐻0: 𝜇 ≠ 𝜇0 d. 𝐻0: 𝜇 ≤ 𝜇0

6. Which of the following describes an alternative hypothesis using two-

a. 𝐻𝑎: 𝜇 < 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 c. 𝐻𝑎: 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑

tailed test?

b. 𝐻𝑎: 𝜇 > 50 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑 d. 𝐻𝑎: 𝑦𝑒𝑎𝑟𝑠 𝑜𝑙𝑑

7. Which of the following must be used as the significance level if we want

a lower possibility of correct decision?
a. 1% b. 2% c. 5% d. 10%

24

CO_Q4_ Statistics and Probability

SHS
Module 1
8. Which of the following would be an appropriate alternative hypothesis

a. 𝐻𝑎: 𝜇 = 85 b. 𝐻𝑎: c. 𝐻𝑎: d. 𝐻𝑎: 𝜇 < 85

for one-tailed test?

9. In a one-tailed test, in which critical values below will the computed z of

d. 2.354
2.312 falls in the non-rejection region?
a. 1.383 b. 1.533 c. 2.228

10. When is a Type I error committed?

a. We reject a null hypothesis that is true.
b. We reject a null hypothesis that is false.
c. We fail to reject a null hypothesis that is true.
d. We fail to reject a null hypothesis that is false.

11. When is a Type II error committed?

a. We reject a null hypothesis that is true.
b. We reject a null hypothesis that is false.
c. We fail to reject a null hypothesis that is true.
d. We fail to reject a null hypothesis that is false.

12. Which of the following is a Type I error?

a. 𝐻0 is true; reject 𝐻0. c. 𝐻0 is true; fail to reject 𝐻0.
b. 𝐻0 is false; reject 𝐻0. d. 𝐻0 is false; fail to reject 𝐻0.

13. If the computed z-value is 1.286 and the critical value is 1.383, which of
the following statements could be true?
a. It lies in the rejection region, 𝐻𝑜 must be rejected.
b. It lies in the rejection region, hence we fail to reject𝐻𝑜.
c. We fail to reject a null hypothesis that is true.
d. We fail to reject a null hypothesis that is false.

14. Using a left-tailed test, which of the following value of z will not fall in the
rejection region where the critical value is – 1.638?
a. – 1.637 b. – 1.639 c. – 1.641 d. – 1.706

15. If the computed z-value is 1.915 and the critical value is 1.812, which of
the following statements could be true?
a. It lies in the rejection region, 𝐻𝑜 must be rejected.
b. It lies in the rejection region, hence we fail to reject𝐻𝑜.
c. It lies in the non-rejection region, 𝐻𝑜 must be rejected.
d. It lies in the non-rejection region, hence we fail to reject𝐻𝑜

25

CO_Q4_ Statistics and Probability

SHS
Module 1
 Additional Activities

A medical trial is conducted to test to test whether a certain drug can treat
a certain allergy or not. Upon trial, the t-value is computed as 1.311. The
critical value is shown in the figure. Locate the t-value and complete the
table below to discuss the findings of the medical trial.

𝐻𝑜:
-3 -2.5 -2 -1.5 -1 -0.5 0 0.5 1 1.5 2 2.5 3

The computed Decision:

𝐻𝑎:
t-value is at the
___________
region.
Justify your decision by writing an explanation in 5-10 sentences.

Check your output!

Ho: A certain drug is effective in treating a certain allergy.

Ha: A certain drug is not effective in treating a certain allergy.

The computed t-value is at the acceptance region. Decision: Accept the null
hypothesis.

26

CO_Q4_ Statistics and Probability

SHS
Module 1
27

CO_Q4_ Statistics and Probability

SHS
Module 1
28

CO_Q4_ Statistics and Probability

SHS
Module 1
References

Textbooks
Albacea, Zita, Mark John Ayaay, Imelda Demesa, and Isidro David. Teaching
Guide for Senior High School: Statistics and Probability. Quezon City:
Commission on Higher Education, 2016.
Caraan, Avelino. Introduction to Statistics & Probability. Mandaluyong City: Jose
Rizal University Press, 2011.
Chan Shio, Christian Paul, and Maria Angeli Reyes. Statistics and Probability for
Senior High School. Quezon City: C & E Publishing Inc., 2017.
De Guzman, Danilo. Statistics and Probability. Quezon City: C & E Publishing Inc.,
2017.
Jaggia, Sanjiv, and Alison Kelly. Business Statistics: Communicating with
Numbers. 2nd Ed. New York: McGraw-Hill Education, 2016.
Sirug, Winston. Statistics and Probability for Senior High School CORE Subject A
Comprehensive Approach K to 12 Curriculum Compliant. Manila: Minshapers
Co., Inc., 2017.

Online Resources
Khan Academy. “Consequences of Errors and Significance.” Accessed February 2,
2019. https://www.khanacademy.org/math/ap-statistics/tests-
significanceap/error-probabilities-power/a/consequences-errors-significance
Minitab.com. “About the Null and Alternative Hypotheses.” Accessed February 4,
2019.
https://support.minitab.com/en-us/minitab/18/help-and-howto/statistics/
basic-statistics/supporting-topics/basics/null-and-alternativehypotheses/
Minitab. com. “What are Type I and Type II Errors?” Accessed February 4, 2019.
https://support.minitab.com/en-us/minitab/18/help-and-howto/statistics/basic-
statistics/supporting-topics/basics/type-i-and-type-iierror/
Zaiontz, Charles. “Null and Alternative Hypothesis.” Accessed February 2, 2018.
http://www.real-statistics.com/hypothesis-testing/null-hypothesis/

29

CO_Q4_ Statistics and Probability

SHS
Module 1
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph