Department of Education

Region IX, Zamboanga Peninsula

CABALUAY NATIONAL HIGH SCHOOL
Division of Zamboanga City
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: FEBRUARY 2, 2020 (Monday)

GRADE & SECTION: Grade 11 –Love & Grade 11- Hope
TIME: 8:30-9:30 and 12:40-1:40

I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. CONTENT STANDARD tests of hypotheses on the population mean and population
proportion.
The learner is able to perform appropriate tests of hypotheses
B. PERFORMANCE
involving the population mean and population proportion to
STANDARD
make inferences in real-life problems in different disciplines.
At the end of the lesson, the learners should be able to;
 Describe real-life examples to explain the motivation
behind hypothesis testing
 illustrate: (a) null hypothesis
C. LEARNING OBJECTIVES
(b) alternative hypothesis
(c) level of significance
(d) rejection region; and
(e) types of errors in hypothesis testing.

II. SUBJECT MATTER

A. TOPIC: HYPOTHESIS TRESTING
B. REFERENCE:
 Albert, J. R. G. (2008). Basic Statistics for the Tertiary Level (ed. Roberto Padua,
Welfredo Patungan, Nelia Marquez). Philippines: Rex Bookstore.
 Barnett, Raymond, et.al. Precalculus (7th ed). NY, USA: McGraw-Hill Education,
C. MATERIALS: Manila paper, pentel pen

III. PROCEDURE
A. Motivation (Review)
Preliminary Activity
 Prayer
 Checking of Attendance

Motivation:

As a motivational activity, ask learners to react on the government pronouncement about Novel
Coronavirus. Describe the Novel Coronavirus and its possible consequences further. “The country will
experience Novel Coronavirus phenomenon in the next few months.”

Write learners’ reactions on the board. Their reactions may include the following:

1. The occurrence of Novel Coronavirus. phenomenon is not sure.

2. There is a possibility that Novel Coronavirus phenomenon may not occur.
3. The effects of Novel Coronavirus are devastating to the country.
4. Some of the consequences of the Novel Coronavirus phenomenon
are tolerable while other consequences are not.
5. The validity of the statement could be tested based on some empirical facts.

Discuss the results of this activity to learners with emphasis on the following points:
B. Development of the Lesson

 The null hypothesis (denoted by H0) is a statement that the value of a population
parameter (such as proportion, mean, or standard deviation) is equal to some claimed
value. We test the null hypothesis directly. Either reject H0 or fail to reject H0.

 The alternative hypothesis (denoted by H1 or Ha or HA) is the statement that the parameter
has a value that somehow differs from the null hypothesis. The symbolic form of the
alternative hypothesis must use one of these symbols: , <, >.

 The test statistic is a value used in making a

decision about the null hypothesis, and is found by
converting the sample statistic to a score with the
assumption that the null hypothesis is true.

 The critical region (or rejection region) is the

set of all values of the test statistic that cause
us to reject the null hypothesis. For example,
see the red-shaded region in the previous
figure.

 The significance level (denoted by ) is the

probability that the test statistic will fall in the
critical region when the null hypothesis is
actually true. This is the same  introduced in
Section 7-2. Common choices for  are 0.05,
0.01, and 0.10.

 A critical value is any value that separates the critical region (where we reject the null
hypothesis) from the values of the test statistic that do not lead to rejection of the null
hypothesis. The critical values depend on the nature of the null hypothesis, the sampling
distribution that applies, and the significance level . See the previous figure where the
critical value of z = 1.645 corresponds to a significance level of  = 0.05.

Example:

A medical trial is conducted to test whether or not a new medicine reduces cholesterol by 25%.
State the null and alternative hypotheses.
H0 : The drug reduces cholesterol by 25%. p = 0.25
Ha : The drug does not reduce cholesterol by 25%. p ≠ 0.25
 We want to test whether the mean GPA of students in American colleges is different from 2.0
(out of 4.0). The null and alternative hypotheses are:
H0: μ = 2.0
Ha: μ ≠ 2.0

IV. Evaluation

Multiple Choice
1. Which of the following would be an appropriate null hypothesis?
a) The mean of a population is equal to 50.
b) The mean of a sample is equal to 50.
c) The mean of a population is greater than 50.
d) Only (a) and (c) are true.

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

a) The population proportion is less than 0.45.
b) The sample proportion is less than 0.45.
c) The population proportion is no less than 0.45.
d) The sample proportion is no less than 0.45.

3. Which of the following would be an appropriate alternative hypothesis?

a) The mean of a population is equal to 50.
b) The mean of a sample is equal to 50.
c) The mean of a population is greater than 50.
d) The mean of a sample is greater than 50.

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

a) The population proportion is less than 0.45.
b) The sample proportion is less than 0.45.
c) The population proportion is no less than 0.45.
d) The sample proportion is no less than 0.45.

5. A Type II error is committed when

a) we reject a null hypothesis that is true.
b) we don't reject a null hypothesis that is true.
c) we reject a null hypothesis that is false.
d) we don't reject a null hypothesis that is false.

Prepared by:

MICHELLE ANN A. RAMOS

SST-II

Checked by:

ANNIE Y. MANDIN
School Principal II
 Department of Education
Region IX, Zamboanga Peninsula
CABALUAY NATIONAL HIGH SCHOOL
Division of Zamboanga City
Cabaluay, Zamboanga City
SENIOR HIGH SCHOOL

DATE: FEBRUARY 2, 2020 (Tuesday)

GRADE & SECTION: Grade 11 –Love & Grade 11- Hope
TIME: 8:30-9:30 and 12:40-1:40

I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. CONTENT STANDARD tests of hypotheses on the population mean and population
proportion.
The learner is able to perform appropriate tests of hypotheses
B. PERFORMANCE
involving the population mean and population proportion to
STANDARD
make inferences in real-life problems in different disciplines.
At the end of the lesson, the learners should be able to;
 Identify the steps in hypothesis testing
 Illustrate level of significance and corresponding rejection
C. LEARNING OBJECTIVES
region
 Calculate the probabilities of committing an error in a test
of hypothesis

II. SUBJECT MATTER

A. TOPIC: STEPS IN HYPOTHESIS TRESTING
B. REFERENCE:
 Albert, J. R. G. (2008). Basic Statistics for the Tertiary Level (ed. Roberto Padua,
Welfredo Patungan, Nelia Marquez). Philippines: Rex Bookstore.
 Barnett, Raymond, et.al. Precalculus (7th ed). NY, USA: McGraw-Hill Education,
C. MATERIALS: Manila paper, pentel pen

III. PROCEDURE
A. Motivation (Review)
Preliminary Activity
 Prayer
 Checking of Attendance

Motivation:

As a motivational activity, ask learners how a court trial proceeds based on their knowledge.
Guide them by citing a popular case and letting them identify the steps to come up with a verdict for the
case. For example, take the case of former President Marcos’ ill-gotten wealth case. List the steps that
the learners identified.

They may mention the following:

1. State the accusation against the family of former President Marcos.

2. Choose the jury. Set or review the guidelines to be used in the decision-making process.
3. Present the evidences
4. Decide on the matter, based on the evidences.
5. State the verdict, based on the decision made.

Discuss the results of this activity to learners, emphasizing that steps in a court proceeding are
similar if one has to conduct a test of hypothesis.
B. Development of the Lesson

Step 1: State the Null Hypothesis

The null hypothesis can be thought of as the opposite of the "guess" the research made (in this example
the biologist thinks the plant height will be different for the fertilizers). So the null would be that there will
be no difference among the groups of plants. Specifically in more statistical language the null for an ANOVA
is that the means are the same. We state the Null hypothesis as: H0:μ1=μ2=⋯=μk

Step 2: State the Alternative Hypothesis

The reason we state the alternative hypothesis this way is that if the Null is rejected, there are many
possibilities. For example, μ1≠μ2=⋯=μk is one possibility, as is μ1=μ2≠μ3=⋯=μk. Many people make the
mistake of stating the Alternative Hypothesis as: μ1≠μ2≠⋯≠μk which says that every mean differs from
every other mean. This is a possibility, but only one of many possibilities. To cover all alternative outcomes,
we resort to a verbal statement of ‘not all equal’ and then follow up with mean comparisons to find out
where differences among means exist. In our example, this means that fertilizer 1 may result in plants that
are really tall, but fertilizers 2, 3 and the plants with no fertilizers don't differ from one another. A simpler
way of thinking about this is that at least one mean is different from all others.

Step 3: Set α
You should be familiar with type I and type II errors from your introductory course. It is important to note
that we want to set α before the experiment (a-priori) because the Type I error is the more ‘grevious’ error
to make. The typical value of α is 0.05, establishing a 95% confidence level. For this course we will
assume α =0.05.

Step 4: Collect Data

Remember the importance of recognizing whether data is collected through experimental design or observational.

Step 5: Calculate a test statistic

For categorical treatment level means, we use an F statistic, named after R.A. Fisher. We will explore the mechanics
of computing the F statistic beginning in Lesson 2. The F value we get from the data is labeled Fcalculated.

Step 6: Construct Acceptance / Rejection regions

As with all other test statistics, a threshold (critical) value of F is established. This F value can be obtained from
statistical tables and is referred to as Fcritical or Fα. As a reminder, this critical value is the minimum value for the
test statistic (in this case the F test) for us to be able to reject the null.

Step 7: Based on steps 5 and 6, draw a conclusion about H0

If the Fcalculated from the data is larger than the Fα, then you are in the Rejection region and you can reject the
Null Hypothesis with (1−α) level of confidence.

IV. Evaluation

Assume that we a conducting a hypothesis test of the claim p > 0.5. Here are the null and alternative
hypotheses: H0: p = 0.5, and H1: p > 0.5. Perform the 7 steps in hypothesis testing.

Prepared by:

MICHELLE ANN A. RAMOS

SST-II

Checked by:

ANNIE Y. MANDIN
School
Pp23333333333333333333333333333333333333333333333333333333333333333333333333333333rincipal II