Institutional Prayer

All:
Lord, we turn our life and will over to You
That we will cease to struggle alone
But instead allow You to lift us up
On eagle’s wings.
Leader:
Saint Michael, defender of the Church of God,
take us under your care and protection.
All:
This we humbly pray.
Amen
STATISTICS AND
PROBABILITY
COURSE OUTLINE
Lesson 1: RANDOM VARIABLES
Lesson 2: PROBABILITY MASS FUNCTION AND
HISTOGRAM
Lesson 3: MEAN AND VARIANCE OF A DISCRETE
RANDOM VARIABLE
Lesson 4: NORMAL DISTRIBUTION
Lesson 5: SAMPLING AND SAMPLING DISTRIBUTION
COURSE OUTLINE
Lesson 6: MEAN AND VARIANCE OF A SAMPLING
DISTRIBUTION
Lesson 7: CENTRAL LIMIT THEOREM
Lesson 8: ESTIMATION OF PARAMETERS
Lesson 9: THE T-DISTRIBUTION
Lesson 10: HYPOTHESIS TESTING
Lesson 11: CORRELATION
I. Objectives/Expected Outcomes/Competencies:
At the end of this lesson, you should be able to:
1. Illustrate the t-distribution
2. Constructs a t-distribution
3. Identify the regions under the t-distribution corresponding to different
t-values
4. Identify percentiles using the table
5. Illustrate null and alternative hypotheses, level of significance,
rejection region, and types of errors in hypothesis testing
6. Calculate the probabilities of committing a type I and type II error.
I. Objectives/Expected Outcomes/Competencies:
At the end of this lesson, you should be able to:
7. Identify the parameter to be tested given a real-life problem
8. Formulate the appropriate null and alternative hypotheses on a
population mean
9. Compute the test statistic and make decision by drawing conclusion
REVIEW
The sample mean estimates & approximates
population mean μ.
Standard error describes how much difference is
reasonable to expect between the sample mean and
population mean.
REVIEW
Use z-score statistic to quantify inferences about the
population.
=

Use unit normal table to find the critical region if z-

scores form a normal distribution – when n ≥ 30 or
when the original distribution is approximately normal.
REVIEW
The z-score requires more information than
researchers typically have available.
Requires knowledge of the population standard
deviation
Researchers usually have only the sample data
available.
REVIEW
The z-score requires more information than
researchers typically have available.
Requires knowledge of the population standard
deviation
Researchers usually have only the sample data
available.
THE T-DISTRIBUTION
t-distribution – a type of probability distribution that is
theoretical and resembles a normal distribution but
differs from the normal distribution by its degree of
freedom. The higher the degrees of freedom, the
closer that the distribution will resemble a standard
normal distribution with a mean of zero (0), and a
standard deviation of 1.
THE T-DISTRIBUTION
The t-distribution is also known as the “Student’s t
distribution”.
Degrees of freedom (df) – the number of values in the
final calculation of a statistic that are free to vary. The
number of degrees of freedom is equal to the sample
size minus one.
THE T-DISTRIBUTION
William S. Gosset – an English statistician who
developed the t-distribution, which is used instead of z-
distribution for doing inferential statistics on the
population mean when the population standard
deviation is unknown and the population is normally
distributed. He is called the “Student”.
CHARACTERISTICS OF T-DISTRIBUTION
1. It is bell(or mound)-shaped curve symmetrical about
the mean.
2. The mean of the distribution is equal to 0 and is
located at the center of the distribution.
3. The curve is asymptotic to the x-axis.
4. For large values of n, the t-distribution is
approximately normal.
CHARACTERISTICS OF T-DISTRIBUTION
5. The variance of the distribution is equal to , where df is
the degree of freedom. It is more variable than standard
normal distribution. In particular, it does not approach the
horizontal axis as quickly as z does.
6. The variance of the distribution is always greater than 1.
7. As n increases, the variability of the t-distribution
decreases.
Degrees of Freedom
Computation of sample variance requires computation
of the sample mean first.
 Only n-1 scores in a sample are independent
 Researchers call n-1 the degrees of freedom
Degrees of freedom is noted as and:
= n -1
Degrees of Freedom
THE T-DISTRIBUTION (Summary)
Family of distributions, one for each value of degrees of
freedom
Approximates the shape of the normal distribution
 Flatter than the normal distribution
 More spread out than the normal distribution
 More variability (fatter tails) in t distribution
THE T-DISTRIBUTION
Use Table of Values of t in place of the Unit Normal
Table for hypothesis tests
α 0.05 0.025 0.01 0.005 0.0025 0.001 0.0005
df
1 6.3138 12.7065 31.8193 63.6551 127.3447 318.4930 636.0450
2 2.9200 4.3026 6.9646 9.9247 14.0887 22.3276 31.5989
.
24 1.7109 2.0639 2.4922 2.7970 3.0905 3.4668 3.7454
THE T-DISTRIBUTION
INTRODUCTION TO THE T - STATISTIC
The t statistic is an alternative to z
t might be considered an “approximate” z
Estimated standard error is used as in place of the real
standard error when the value of the population
standard deviation is unknown.
Use to estimate
INTRODUCTION TO T - STATISTIC
Estimated standard error:

Again, estimated standard error is used as estimate of

the real standard error when the value of the population
standard deviation is unknown.
THE T - STATISTIC
The t-statistic uses the estimated standard error in
place of 𝑥 − μ
𝑡 =
s
√ 𝑛
The t-statistic is used to test hypotheses about an
unknown population mean μ when the value of is also
unknown
HYPOTHESIS TESTS WITH THE T-STATISTICS
The one-sample t test statistic (assuming the null
hypothesis is TRUE)
𝑠𝑎𝑚𝑝𝑙𝑒 𝑚𝑒𝑎𝑛 −𝑝𝑜𝑝𝑢𝑙𝑎𝑡𝑖𝑜𝑛 𝑚𝑒𝑎𝑛 𝑥 −μ
𝑡= = =0
𝑒𝑠𝑡𝑖𝑚𝑎𝑡𝑒𝑑 𝑠𝑡𝑎𝑛𝑑𝑎𝑟𝑑 𝑒𝑟𝑟𝑜𝑟 s
√𝑛
HYPOTHESIS TESTING (STEPS)
State the null and alternative hypotheses and select an
alpha level
Locate the critical region using the t distribution table
and
Calculate the t test statistic
Make a decision regarding (null hypothesis)
HYPOTHESIS TESTING
Critical region in the t distribution for α = 0.05 and
df = 8
ASSUMPTIONS OF THE T-TEST
Values in the sample are independent observations
The population sampled must be normal
 With large samples, this assumption can be violated
without affecting the validity of the hypothesis test.
PRACTICE
ANSWER
PRACTICE
ANSWER
EXAMPLE 1
Find the value of for a 95% confidence interval when
the sample size is 25.

Solution:
With 95% confidence interval, α = 0.05 and = 0.025.
The df is 24. Thus, locating the intersection of 24 df
and alpha 0.025, = 2.064
EXAMPLE 2
Find the variance of the t-distribution with 20 degrees
of freedom.

Solution:
The df is 20. The variance of a t-distribution is = =
1.11
PRACTICE 2
1. Find the value of for a 99% confidence interval
when the sample size is 30.

2. Compute the variance of the t-distribution with 40

degrees of freedom.
LLL – SENIOR HIGH SCHOOL
THE LANGUAGE OF
HYPOTHESIS TESTING

The heart of statistics is the creation of inferences or

meaningful generalizations about a given set of data or
population.
Hypothesis – a tentative explanation made in order to
predict the occurrence of a phenomenon. It is a claim
about the value of a population parameter.
LLL – SENIOR HIGH SCHOOL HYPOTHESIS TESTING

Hypothesis testing is the process used to evaluate the

strength of evidence from the sample and provides a
framework for making determinations related to the
population, i.e., it provides a method for understanding
how reliably one can extrapolate observed findings in a
sample under study to the larger population from which
the sample was drawn.
LLL – SENIOR HIGH SCHOOL HYPOTHESIS TESTING

In other words, it is the process of making

generalizations about the characteristics of the entire
population through sample statistics.
The researcher formulates a specific hypothesis,
evaluates data from the sample, and uses these data
to decide whether they support the specific hypothesis.
LLL – SENIOR HIGH SCHOOL
FOUR-STEP PROCEDURE IN
HYPOTHESIS TESTING

1. State the hypothesis to be tested. (Claim that you

want to test.)
2. Set the standard that describes whether the claim is
true or not. (Criterion)
3. Compute the test statistic. (Example: sample
mean)
LLL – SENIOR HIGH SCHOOL
FOUR-STEP PROCEDURE IN
HYPOTHESIS TESTING

4. Make the decision. (Comparing the computed

statistic with the critical value, so that you may accept
or reject your hypothesis).
LLL – SENIOR HIGH SCHOOL
NULL AND ALTERNATIVE
HYPOTHESES

Null Hypothesis (Ho) – a statement of the value to which

the population parameter is equal, such as the mean.
Statement of no difference, no relationship, or no effect.
Example: Ho: The mean score of the girls in the test
does not differ with the mean score of the boys.
LLL – SENIOR HIGH SCHOOL
NULL AND ALTERNATIVE
HYPOTHESES

Alternative Hypothesis (Ha) – describes the population

parameter differs from the population parameter
predicted in the null hypothesis. Statement of not
equal to, is greater, or is less than.
Example: Ha: The mean score of the girls in the test is
greater than the mean score of the boys.
LLL – SENIOR HIGH SCHOOL PRACTICE

Identify whether each is a null hypothesis (Ho) or

alternative hypothesis (Ha).
1. There will be no significant difference in the attitude
level of the girls and boys towards random drug testing.
2. The top management has higher level of anxiety
than the lower management.
3. The temperament of the non-smokers is lower than
that of the smokers.
LLL – SENIOR HIGH SCHOOL PRACTICE

Identify whether each is a null hypothesis (Ho) or

alternative hypothesis (Ha).
4. The means of the STEM students in Statistics test is
equal to the means of the ABM students.
5. There is no significant effect of chocolate in-take
before taking the test on the students’ performance.
6. On-line advertisement is more effective than
leafletting.
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

Non-directional test ( two-tailed test) – it compares the

population parameter in both directions (left and right)
of the bell curve.
Directional test (one-tailed test) – a test that determines
the relationship between the variables in only one
direction, either the left or the right of the bell curve.
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

One-tailed Two-tailed
1. Ha: μo < μ (left-tailed) or Ho: μo = μ
Ha: μo > μ (right-tailed) Ha: μo ≠ μ

2. Ho: μo ≥ μ
Ha: μo < μ (left-tailed)

3. Ho: μo ≤ μ
Ha: μo > μ (right-tailed)
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

Example: Consider the following hypotheses:

Ho: μ = 250
Ha: μ 250
The sample mean is 253, and the sample size is 50.
The population is normally distributed with a standard
deviation of 16. Test the hypotheses at 0.05 level of
significance.
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

Solution:
Step 1: State the null and alternative hypotheses.
In this example, these are already given, and we
test Ho: μ = 250 against Ha: μ 250.
Step 2: Level of Significance: α = 0.05 (This represents
the probability of “rejecting” a true null hypothesis.
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

Solution:
Step 3: Compute for the test statistic: Since the
population is normally distributed and is known, we
use “z-score statistic” test.𝐳 ≈𝟏 . 𝟑𝟑
Step 3.1 Determine the critical value. Since Ha
contains the symbol , we have a two-tailed test. This
means that half of 0.05, or 0.025, is placed in each tail.
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

Solution:
Rejection Rejection
Region Region
α α
=𝟎 . 𝟎𝟐𝟓 =𝟎 . 𝟎𝟐𝟓
2 2

-1.96 1.96

Step 4: Make a decision. Since the computed z-value is

neither larger nor smaller than 1.96, we do not reject Ho.
LLL – SENIOR HIGH SCHOOL PRACTICE

Classify whether the directional or non-directional test

is to be used for each hypothesis.
1. There will be no significant difference in the attitude
level of the girls and boys towards random drug testing.
2. The top management has higher level of anxiety
than the lower management.
3. The temperament of the non-smokers is lower than
that of the smokers.
LLL – SENIOR HIGH SCHOOL PRACTICE

Classify whether the directional or non-directional test

is to be used for each hypothesis.
4. The means of the STEM students in Statistics test is
equal to the means of the ABM students.
5. There is no significant effect of chocolate in-take
before taking the test on the students’ performance.
LLL – SENIOR HIGH SCHOOL LEVEL OF SIGNIFICANCE

It is important to note whether the hypothesis test is

one-tailed or two-tailed, as it is an important
consideration when a decision needs to be made.
This and other considerations, such as level of
significance and the rejection region, will be important
in the course of the decision-making process.
LLL – SENIOR HIGH SCHOOL LEVEL OF SIGNIFICANCE

Level of significance – standard or criterion on which

the decision will be based.
Commonly used levels of significance: 1%, 5%, and
10%
Decision to make: either “Reject Ho” or “Accept or not
to reject Ho”
LLL – SENIOR HIGH SCHOOL LEVEL OF SIGNIFICANCE

Significance is reached when the p-value of obtaining

the sample statistic is less than the set level of
significance.
LLL – SENIOR HIGH SCHOOL THE REJECTION REGION

The critical region (other term for rejection region) is based on a

value called critical value or tabular value.
LLL – SENIOR HIGH SCHOOL
DECISION ERRORS IN
HYPOTHESIS TESTING

Since not all members of the population are considered

in the process of verifying the null hypothesis, it is
always a possibility that the decision to reject or not to
reject the null hypothesis is wrong.
Type I error – The decision to reject the null hypothesis
could be wrong when in fact it is true.
LLL – SENIOR HIGH SCHOOL
DECISION ERRORS IN
HYPOTHESIS TESTING

Since not all members of the population are considered

in the process of verifying the null hypothesis, it is
always a possibility that the decision to reject or not to
reject the null hypothesis is wrong.
Type II error – The decision not to reject the null
hypothesis could be wrong when in fact it is false.
LLL – SENIOR HIGH SCHOOL
DIRECTIONAL VS
NONDIRECTIONAL TEST

Accept Ho Reject Ho
Ho is true. Correct Type I error
decision
Ho. is false. Type II error Correct
decision
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

The largest allowable probability of committing a Type I

error is the level of significance or the alpha level set in
step 2 of the hypothesis testing process.

This means that in a research conducted at 5% level of

significance, there is always a maximum of 5%
probability of rejecting the true null hypothesis.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

To determine the probability of committing a Type I

error when the level of significance is unknown, you
need to use the standard normal distribution.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

Example:
Suppose it is known that the population has a standard
deviation of 8 and a sample with size 36 was randomly
selected. If you decide to reject the null hypothesis
when the sample mean is 17 or greater, calculate the
probability of committing a Type I error if the population
mean is 15.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

SOLUTION:
The test is directional and is right-tailed. You will
commit a type I error if the observed sample falls within
the rejection region, that is if 𝑥 > 17.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

SOLUTION:

Z = = 1.5 α = P( x > 17) = P(z > 1.5)

α = P( x > 17) = 0.5 – 0.4332
α = P( x > 17) = 0.0668

Thus, the probability of committing a Type I error is 6.68%

 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

The graph below illustrates the probability of

committing Type I error.

17
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

Example 2:
Referring to the previous example, if it is known to you
that the mean is 18, what is the probability of
committing a Type II error?
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

SOLUTION:

β = P(x < 17) = P

β = P(x < -0.75)
β = 0.5 – 0.2734
β = 0.2266
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

The probability of committing a Type II error is 22.66%.

This also means that the power of the test hypothesis
test is 77.34%.
The power of the hypothesis test is the probability of
making the correct decision upon rejecting the null
hypothesis.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

Example 3:
It has been shown over many times that women
consume less than 2,000 calories per day. But from
your experiment set at α = 0.10, a p-value of 0.05 was
computed and thus, you did not reject the null
hypothesis. You concluded that women consume
2,000 calories per day or greater. What type of
decision error did you commit?
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

Solution:
Type II error. The null hypothesis that women consume
2000 calories per day or greater is false but you accept
it or did not reject it.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

Example 4:
You are testing a hypothesis at α = 0.01. What is the
probability of committing a Type I error?
Solution:
The probability of committing a Type I error is 1%.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

Example 5:
A certain population has a standard deviation of 12 and
an unknown mean. You are testing the hypothesis that
the population mean is 56 so you selected a sample
with size 49. If you decided to reject the null
hypothesis when the sample size mean is 60 or
greater, calculate the probability of committing a Type I
error.
 PROBABILITY OF COMMITTING
LLL – SENIOR HIGH SCHOOL TYPE I AND II ERRORS AND
POWER OF A TEST

SOLUTION:

z = = = 4 x = = 2.33
> 56) = P (z > 2.33)
> 56) = 0.5 – 0.4901
> 56) = 0.0099
The probability of committing a type I error is 0.99%.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN

State the null and alternative hypotheses and select an

alpha level
Locate the critical region using the t distribution table
and
Calculate the t test statistic
Make a decision regarding (null hypothesis)
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN

The appropriate test statistic for testing a claim about a

population mean when the population variance is
known and n ≥ 30 is:

=
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN

Example 1: The leader of the association of jeepney driver

claims that the average daily take home pay of all jeepney
drivers in Biñan City is P400.00. A random sample of 100
jeepney drivers in Biñan was interviewed and the average
daily take home pay of these drivers is found to be P425.00.
Use a 0.05 significance level to find out if the average daily
take home pay of all jeepney drivers in Biñan is different from
P400.00. Assume that the population variance is P8,464.00.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN

Solution: By Critical Value Method

Step 1: State the null and the alternative hypotheses.
:
:
Step 2: Choose the level of significance / alpha level : α = 0.05
Step 3: Compute the test statistic.
Since the population variance is known and n ≥ 30, use “z”.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN
Continuation…

Step 3.1: Determine the critical value.

The is non-directional, hence, the two-tailed test shall be
used. Divide α by 2, and then subtract the quotient from 0.5.
then 0.50.025 = 0.475 or 0.4750
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN
Continuation…
Use the Areas under the Normal Curve Table (Z table).
Reversely, 0.4750 is of the z-value 1.96.

Rejection Rejection
Region Region
α α
=𝟎 . 𝟎𝟐𝟓 =𝟎 . 𝟎𝟐𝟓
2 2

400
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN
Step 4: Make a decision / draw a conclusion.
Because the computed test statistic z = 2.72 falls within the
rejection region (beyond the critical values ±1.96), REJECT
the null hypothesis and accept the alternative hypothesis.
Therefore, CONCLUDE that the average daily take home pay
of jeepney drivers is not equal to P400.00. This result is
considered to be significant at α = 0.05 level.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN

Example 2: The Head of the Math Department announced that

the mean score of Grade 11 students in the first periodic
examination in Math was 89 and the standard deviation was
12. One student who believed that the mean score was less
than this randomly selected 34 students and computed their
mean score. She obtained a mean score of 85. At 0.01 level of
significance, test the student’s belief.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN

Solution: By Critical Value Method

Step 1: State the null and the alternative hypotheses.
:
:
Step 2: Choose the level of significance / alpha level : α = 0.01
Step 3: Compute the test statistic.
Since the population variance is known and n ≥ 30, use “z”.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN
Continuation…

Step 3.1: Determine the critical value.

The is directional, hence, the one-tailed test shall be used.
The α will not be divided by 2. Subtract 0.1 from 0.5.
0.50.01 = 0.49 or 0.4900
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN
Continuation…
Use the Areas under the Normal Curve Table (Z table).
Reversely, 0.4900 is of the z-value -2.33.

Rejection
Region

α =𝟎 . 𝟎𝟏

89
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS KNOWN
Step 4: Make a decision / draw a conclusion.
Because the computed test statistic z = -1.94 does not fall
within the rejection region (beyond the critical values -2.33),
DO NOT REJECT the null hypothesis. Therefore, CONCLUDE
that the mean score of the students in the first periodic math
examination is equal or NOT less than 89. This result is
considered to be significant at α = 0.01 level.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

Assuming the population follows a normal distribution,

the appropriate test statistic for testing a claim about a
population mean when the population variance is
UNKNOWN and n 30 is the t-test for a single mean:
=
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Example 3: A History teacher claims that the average height of
Filipino males is 163 cm. A student in Statistics randomly
selects 20 Filipino males and measures their heights. Their
heights in cm are shown below:
163 164 165 177
167 163 159 169
159 160 163 163
165 169 163 165
162 174 163 167
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Do the collected data present sufficient evidence to indicate
that the average heights of Filipino males is different from 163
cm? Use 0.05 level of significance and assume that the
population follows a normal distribution.
Solution:
The variance is unknown and the sample size is less than 30.
Hence, the most appropriate test statistic is t-test. In this
example, the first thing to do is find the sample standard
deviation.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

163
167
159
165
162
164
163
160
169
174
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165
159 SAMPLE MEAN
163
𝑥=
∑ 𝑥
163
𝑛
163
177 3300
𝑥= =𝟏𝟔𝟓
169
163
20
165
167

= 3300
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

163 SAMPLE MEAN

167
𝑥=
∑ 𝑥
159
𝑛
165
162 3300
𝑥= =𝟏𝟔𝟓
164
163
20
160
169
174
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

163 -2 SAMPLE MEAN

167 2
𝑥=
∑ 𝑥
159 -6
𝑛
165 0
162 -3 3300
𝑥= =𝟏𝟔𝟓
164
163
-1
-2
20
160 -5
169 4
174 9
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165 0
159 -6 SAMPLE MEAN
163 -2
𝑥=
∑ 𝑥
163 -2
𝑛
163 -2
177 12 3300
𝑥= =𝟏𝟔𝟓
169
163
4
-2
20
165 0
167 2

= 3300
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

163 -2 SAMPLE MEAN

167 2
𝑥=
∑ 𝑥
159 -6
𝑛
165 0
162 -3 3300
𝑥= =𝟏𝟔𝟓
164
163
-1
-2
20
160 -5
169 4
174 9
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

163 -2 4 SAMPLE MEAN

167 2 4
𝑥=
∑ 𝑥
159 -6 36
𝑛
165 0 0
162 -3 9 3300
𝑥= =𝟏𝟔𝟓
164
163
-1
-2
1
4
20
160 -5 25
169 4 16
174 9 81
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165 0 0
159 -6 36 SAMPLE MEAN
163 -2 4
𝑥=
∑ 𝑥
163 -2 4
𝑛
163 -2 4
177 12 144 3300
𝑥= =𝟏𝟔𝟓
169
163
4
-2
16
4
20
165 0 0
167 2 4

= 3300
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165 0 0
159 -6 36 SAMPLE MEAN
163 -2 4
𝑥=
∑ 𝑥
163 -2 4
𝑛
163 -2 4
177 12 144 3300
𝑥= =𝟏𝟔𝟓
169
163
4
-2
16
4
20
165 0 0
167 2 4

= 3300 = 396
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165 0 0
159 -6 36 SAMPLE VARIANCE
163
163
-2
-2
4
4
2
𝑠 =
∑ ( 𝑥 − 𝑥) 2

163 -2 4
𝑛 −1
177 12 144 2 396
𝑠 = =20.84
169 4 16 20 − 1
163 -2 4
165 0 0
167 2 4

= 3300 = 396
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165 0 0
159 -6 36 SAMPLE VARIANCE
163
163
-2
-2
4
4
2
𝑠 =
∑ ( 𝑥 − 𝑥) 2

163 -2 4
𝑛 −1
177 12 144 2 396
𝑠 = =20.84
169 4 16 20 − 1
163 -2 4
165 0 0 SAMPLE S.D.
167 2 4 𝑠=√ 20.84
= 3300 = 396
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
165 0 0
159 -6 36 SAMPLE VARIANCE
163
163
-2
-2
4
4
2
𝑠 =
∑ ( 𝑥 − 𝑥) 2

163 -2 4
𝑛 −1
177 12 144 2 396
𝑠 = =20.84
169 4 16 20 − 1
163 -2 4
165 0 0 SAMPLE S.D.
167 2 4

= 3300 = 396
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

Solution: By Critical Value Method

Step 1: State the null and the alternative hypotheses.
:
:
Step 2: Choose the level of significance / alpha level : α = 0.05
Step 3: Compute the test statistic.
Since the population variance is unknown and n 30, use “t-
test”.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Continuation…

Step 3.1: Determine the critical value.

a. Determine the degrees of freedom.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
The is non-directional. Hence the two-tailed test shall be
used. Use the Table of t critical values. (Locate 19 at two-
tailed test with α = 0.05. The critical value is ± 2.093.

Rejection Rejection
Region Region
α α
=𝟎 . 𝟎𝟐𝟓 =𝟎 . 𝟎𝟐𝟓
2 2

163
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Step 4: Make a decision / draw a conclusion.
Because the computed test statistic t = 1.96 does not fall
within the rejection region, DO NOT REJECT the null
hypothesis. Therefore, CONCLUDE that there is no sufficient
evidence to indicate that the average heights of Filipino males
is different from 163 cm.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Example 4: It was announced over the radio that the average
price of a kilogram of pork liempo in Metro Manila is P195.
However, a sample of 15 prices randomly collected from
different markets in Metro Manila showed an average of P200
and a standard deviation of P9.50. Using a 0.05 level of
significance, is there sufficient evidence to conclude that the
average price of pork liempo in Metro Manila is more than
P195.00? Assume normality over the population.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN

Solution: By Critical Value Method

Step 1: State the null and the alternative hypotheses.
:
:
Step 2: Choose the level of significance / alpha level : α = 0.05
Step 3: Compute the test statistic.
Since the population variance is unknown and n 30, use “t-
test”.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Continuation…

Step 3.1: Determine the critical value.

a. Determine the degrees of freedom.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
The is directional. Hence, the one-tailed test shall be used.
Use the Table of t critical values. (Locate 14 at one-tailed test
with α = 0.05. The critical value is 1.761.

Rejection
Region

α =𝟎 . 𝟎𝟓

195
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Step 4: Make a decision / draw a conclusion.
Because the computed test statistic t = 2.04 falls within the
rejection region, REJECT the null hypothesis. Therefore,
CONCLUDE that there is sufficient evidence to conclude that
the average price of pork liempo in Metro Manila is more than
P195.00.
 HYPOTHESIS TESTING ABOUT
LLL – SENIOR HIGH SCHOOL A POPULATION MEAN WHEN
THE VARIANCE IS UNKNOWN
Example 5: According to last year’s report, a Filipino
household spends an average of P400.00 per day for food.
Suppose you recently took random samples of 25 households.
You determined how much each household spent for food
each day and the results revealed a mean of P390.00 and a
standard deviation of P21.50. Using a 0.01 level of
significance, can it be concluded that the average amount
spent per year for food of a Filipino household has
decreased? Assume normality over the population.
STATISTICS AND PROBABILITY

That’s all for

today,
See you next
meeting!