Statistics and

Probability
Quarter 4 – Module 8:
Solving Problems Involving Test
of Hypothesis on Population
Mean
Statistics and Probability – Grade 11
Alternative Delivery Mode
Quarter 4 – Module 8: Solving Problems Involving Test of Hypothesis on
Population Mean
First Edition, 2020
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
Writer: Nelda L. Oabel
Editors: Jerome A. Chavez, Gilberto M. Delfina, Laarni Q. Lachica, and Pelagia L.
Manalang
Reviewers: Josephine V. Cabulong, and Nenita N. De Leon
Illustrator: Jeewel C. Cabriga
Layout Artist: Edna E. Eclavea
Management Team: Wilfredo E. Cabral, Regional Director
Job S. Zape Jr., CLMD Chief
Elaine T. Balaogan, Regional ADM Coordinator
Fe M. Ong-ongowan, Regional Librarian
Aniano M. Ogayon, Schools Division Superintendent
Maylani L. Galicia, Assistant Schools Division Superintendent
Randy D. Punzalan, Assistant Schools Division Superintendent
Imelda C. Raymundo, CID Chief
Generosa F. Zubieta, EPS In-charge of LRMS
Pelagia L. Manalang, EPS

Printed in the Philippines by ________________________

Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro
Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: [email protected]
 Statistics and
Probability
Quarter 4 – Module 8:
Solving Problems Involving Test
of Hypothesis on Population
Mean
Introductory Message
For the facilitator:

Welcome to the Statistics and Probability for Senior High School Alternative
Delivery Mode (ADM) Module on Solving Problems Involving Test of
Hypothesis on Population Mean
This module was collaboratively designed, developed, and reviewed by
educators both from public and private institutions to assist you, the
teacher or the facilitator, in helping the learners meet the standards set by
the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

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

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

Notes to the Teacher

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

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

ii
For the learner:

Welcome to the Statistics and Probability for Senior High School Alternative
Delivery Mode (ADM) Module on Solving Problems Involving Test of
Hypothesis on Population Mean!
The hand is one of the most symbolical parts of the human body. It is often
used to depict skill, action, and purpose. Through our hands, we may learn,
create, and accomplish. Hence, the hand in this learning resource signifies
that as a learner, you are capable and empowered to successfully achieve
the relevant competencies and skills at your own pace and time. Your
academic success lies in your own hands!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and
time. You will be enabled to process the contents of the learning resource
while being an active learner.

This module has the following parts and corresponding icons:

What I Need to This will give you an idea on the skills or

Know competencies you are expected to learn
in the module.
This part includes an activity that aims
What I Know
to check what you already know about
the lesson to take. If you get all the
answers correct (100%), you may decide
to skip this module.
This is a brief drill or review to help you
What’s In
link the current lesson with the previous
one.
In this portion, the new lesson will be
What’s New
introduced to you in various ways such
as a story, a song, a poem, a problem
opener, an activity, or a situation.

What Is It This section provides a brief discussion

of the lesson. This aims to help you
discover and understand new concepts
and skills.
This comprises activities for independent
What’s More
practice to solidify your understanding
and skills of the topic. You may check
the answers to the exercises using the

iii
 Answer Key at the end of the module.
What I Have This includes questions or blank
Learned sentences/paragraphs to be filled in to
process what you learned from the
lesson.

What I Can Do This section provides an activity which

will help you transfer your new
knowledge or skill into real life
situations or concerns.

Assessment This is a task which aims to evaluate

your level of mastery in achieving the
learning competency.
Additional In this portion, another activity will be
Activities given to you to enrich your knowledge or
skill of the lesson learned. This also
aims for retention of learned concepts.
Answer Key This contains answers to all activities in
the module.
At the end of this module, you will also find:

References This is a list of all sources used in

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

iv
 What I Need to Know

In the previous module, you studied about constructing hypotheses

based on assumptions made. You’ve learned how to determine the
appropriate test statistic to be used and solve its value in a given situation
as well as how to identify the critical value and draw the critical region.
In this module, you will apply your knowledge and skills on solving
problems in hypothesis testing. Eventually, you will decide whether you will
reject the null hypothesis or not.
After going through this module, you are expected to:
1. identify the steps in hypothesis testing; and
2. solve problems involving test of hypothesis on the population mean.
Before you proceed to the lesson, make sure to answer first the
questions on the next page (What I Know).

What I Know

Directions: Choose the best answer to the given questions or statements.

Write the letter of your choice on a separate sheet of paper.
1. Which of the following will produce a correct decision?
A. rejecting a false hypothesis
B. rejecting a true null hypothesis
C. failure to reject a false hypothesis
D. failure to reject a true null hypothesis
2. If a result is said to be significant at 5% level, what does it mean?
A. The null hypothesis is 5% true.
B. The null hypothesis is 5% incorrect.
C. We fail to reject the false null hypothesis 5% of the time.
D. There is a 5% probability that a true null hypothesis is rejected.
3. Which value separates the critical region from the non-critical region in a
normal curve when testing a hypothesis?
A. t-value C. critical value
B. z-value D. computed value

1
4. What should be the decision if the computed z-value lies in the critical
region?
A. Reject the null hypothesis.
B. Reject the alternative hypothesis.
C. Do not reject the null hypothesis.
D. Do not reject the alternative hypothesis.
5. The mean height of women is greater than 64" (inches). Which of the
following represents the null and alternative hypotheses?
A. H0: μ > 64" C. H0: μ < 64"
Hₐ: μ ≠ 64" Hₐ: μ > 64"
B. H0: μ > 64" D. H0: p = 64"
Hₐ: μ ≠ 64" Hₐ: p > 64"
6. What is the last step in the hypothesis testing procedure?
A. Draw conclusion.
B. Choose the level of significance.
C. State the null and alternative hypotheses.
D. Determine the test statistic and compute it.
7. A one sample t-test is conducted on Ho: μ = 81.6. The sample has a
sample mean = 84.1, s = 3.1, n = 25, and α = .01. State your null and
alternative hypotheses.
A. H0: μ = 81.6 C. H0: μ < 81.6
Hₐ: μ ≠ 81.6 Hₐ: μ > 81.6
B. H0: μ = 81.6 D. H0: p = 64"
Hₐ: μ < 81.6 Hₐ: p > 81.6
8. Perform a hypothesis test on the null hypothesis where μ = 6.9. A
random sample of 25 items is selected. The sample mean is 7.1 and the
sample standard deviation is 2.4. It can be assumed that the population
is normally distributed at α = .01.
A. There is enough evidence to reject the claim.
B. There is enough evidence to support the claim.
C. There is not enough evidence to reject the claim.
D. There is not enough evidence to support the claim.
9. In a right-tailed test, what will you do if the critical value is greater than
the computed value?
A. Reject the null hypothesis.
B. Reject the alternative hypothesis.
C. Do not reject the null hypothesis.
D. Fail to reject the alternative hypothesis.

2
10. When the null hypothesis is rejected, which of the following statements is
true?
A. The null hypothesis is incorrect.
B. The alternative hypothesis is true.
C. There is enough evidence against the null hypothesis.
D. There is a very small probability that the given null hypothesis is true.
11. What does it mean when we failed to reject the null hypothesis?
A. The conclusion is not significant.
B. The null hypothesis is definitely correct.
C. There is enough evidence to back up the null hypothesis.
D. There is insufficient evidence to disagree with the null hypothesis.
12. If the t-computed value is 1. 093 and the critical value is 1.699, what will
be the decision?
A. Reject the null hypothesis.
B. Support the null hypothesis.
C. Do not reject the null hypothesis.
D. Support the alternative hypothesis.
13. What is the first step in the hypothesis testing procedure?
A. Draw conclusion.
B. Choose the level of significance.
C. State the null and alternative hypotheses.
D. Determine the test statistic and compute it.
14. What will you do if the computed value is greater than the critical value?
A. Reject the null hypothesis.
B. Support the null hypothesis.
C. Do not reject the null hypothesis.
D. Support the alternative hypothesis.
15. If the computed z-value is 1.130 and the critical value is 1.96, what
conclusion can be drawn?
A. Fail to reject the null hypothesis.
B. Reject both the null and alternative hypotheses.
C. Reject the null hypothesis in favor of the alternative hypothesis.
D. Fail to reject both the null hypothesis and alternative hypothesis.

How did you find this pre-test? Did you encounter both familiar and
unfamiliar terms? Kindly compare your answer in the Answer Key on the
last part of this module.
If you got a perfect score or 100%, skip this module and proceed to
the next one. But if you missed even a single point, please continue with
this module as it will enrich your knowledge in hypothesis testing.

3
Lesson Solving Problems Involving

1 Test of Hypothesis on the

Population Mean
Hypothesis testing is a method of testing a claim or hypothesis about
a parameter in a population using data measured in a sample. In this
method, we test some hypotheses by determining the likelihood that a
sample statistic could have been selected and if the hypothesis regarding
the population parameter was true.

In this module, you will apply your knowledge in solving problems on

hypothesis testing. To do that, recall the different terms related to
hypothesis testing by answering the activity below.

What’s In

Find the Word… That’s the Word!

Directions: Find the words related to hypothesis testing. The letters

consisting the word may be arranged horizontally, vertically, or diagonally.
Make sure to identify each of them.

A H Y P O T H E S I S N A V Q N T
L C W A A O A N S A I D Q A U O Y
T A N R D N S U Z D R E A R K I P
E R T A G U V P T T H I R I G R E
R S A M P L E M E A N S S A T Y I
N I R E Q L U S S I O N E N I N E
A G T T E S T I T L S W A C T W R
T N S E P A J K K W L E T E K A R
I I O R L S K L O Y O R O Q S F O
V F O N E T A I L E D T E S T G R
E I R C E I L F Y G Q U A X P H S
N C C R I T I C A L R E G I O N T
S A M P L E S I Z E I L I Z L U Y
I N A U D L R W O E L P Q P S E U
L C P O P U L A T I O N M E A N D
W E L E V E L C S E N E R X Y L J

4
 Since you already know the different terms related to hypothesis
testing, you are now ready to solve problems.
In decision making, what are the factors that you need to consider?
Do you think of the consequences of your actions?
Statistics can help us in making decisions. Included in the process is
forming reliable conclusions and the decision making starts with the testing
of the hypothesis. Let us enhance your decision-making skills by answering
the next activity.

What’s New

Would You Rather!

Directions: Choose only one, then justify your choice.

Would you rather … Would you rather … Would you rather …
be a girl or a boy? have more siblings or go to college or get a
be the only child? job?
Would you rather … Would you rather … Would you rather …
come to school or go without Facebook have many good
hang out with your or junk food for the friends or one very
friends? rest of your life? best friend?

Every day, we are faced with all sorts of decisions. Sometimes the
decisions are small, like what to wear or what to eat. But sometimes the
decisions are bigger, like what course you are going to take up or which
university you are going to enrol in college. The test of hypothesis will aid
you in the decision-making process so you can make the right choices for
better results.

What Is It

In testing hypothesis on the population means, follow the steps below:

1. State the null hypothesis 𝐻𝑜 and the alternative hypothesis 𝐻𝑎 .
2. Determine the test statistic that will be used to conduct the hypothesis
test. Then, calculate its value.
3. Find the critical value for the test and draw the critical region.
4. Decide and draw a conclusion based on the comparison of the calculated
value of the test statistic and the critical value of the test.

5
 In general, if the absolute value of the computed value is greater than
the absolute value of the critical value, we reject the null hypothesis and
support the alternative hypothesis. But if the absolute value of the
computed value is less than the absolute value of the critical value, we fail
to reject the null hypothesis and the alternative hypothesis is not
supported.

In a right-tailed test, if the computed value is greater than the

critical value, we reject the null hypothesis and support the alternative
hypothesis. But if the computed value is less than the critical value, we
fail to reject the null hypothesis and the alternative hypothesis is not
supported.

In a left-tailed test, if the computed value is less than the critical

value, we reject the null hypothesis and support the alternative
hypothesis. But if the computed value is greater than the critical value,
we fail to reject the null hypothesis and the alternative hypothesis is
not supported.

Study the given examples below.

Example 1: According to a study conducted by the Grade 12 students, ₱155

is the average monthly expense for cell phone loads of high school students
in their province. A Statistics student claims that this amount has increased
since January of this year. Do you think his claim is acceptable if a random
sample of 50 students has an average monthly expense of ₱165 for cell
phone loads? Using 5% level of significance, assume that a population
standard deviation is ₱52.
Solution:
Given: 𝑥̅ = 165 𝜇 = 155 𝜎 = 52 𝑛 = 50 𝛼 = 0.05
Step 1: State the null and alternative hypotheses.
𝐻𝑜 : 𝜇 = 155 𝐻𝑎 : 𝜇 > 155
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard
deviation 𝜎 is known, and 𝑛 > 30, the appropriate test statistic is the z-test.

𝑥̅ −𝜇
𝑧= 𝜎
√𝑛
165−155
𝑧= 52
√50
10
𝑧= 7.35
𝐳 = 𝟏. 𝟑𝟔𝟏

6
Step 3: Find the critical value and draw the critical region. Use the z-critical
value table.
The alternative hypothesis is directional. Hence, the one-tailed test
(right-tailed test) shall be used. From the z-value table at 0.05 level of
significance, the critical value is 1.645.

Non-Rejection
Region
Rejection Region

1.361 1.645

Step 4: Draw a conclusion.

The z-computed value is 1.361 and it lies within the non-rejection
region, so we fail to reject the null hypothesis. Therefore, there is no enough
evidence to support the claim that the average monthly expense for cell
phone loads is more than ₱155. This result is significant at 𝛼 = 0.05 level.
Example 2: Blood glucose levels for obese teenagers have a mean of 120. A
researcher thinks that a diet high in raw cornstarch will have a positive or
negative effect on blood glucose levels. A sample of 25 patients who have
tried the raw cornstarch diet has a mean glucose level of 135 with a
standard deviation of 38. Test the hypothesis at 𝛼 = 0.10 that the raw
cornstarch had an effect.
Solution:
Given: 𝑥̅ = 135 𝜇 = 120 𝑠 = 38 𝑛 = 25 𝛼 = 0.10 𝑑𝑓 = 24
Step 1: State the null and alternative hypotheses.
𝐻𝑜 : 𝜇 = 120 𝐻𝑎 : 𝜇 ≠ 120
Step 2: Determine the test statistic, then compute its value.
Since it is the population mean being tested, the population standard
deviation is unknown, and 𝑛 < 30, the appropriate test statistic is the t-test.

𝑥̅ −𝜇
𝑡= 𝑠
√𝑛
135−120
t= 38
√25

15
𝑡= 7.6
𝒕 = 𝟏. 𝟗𝟕𝟒

7
Step 3: Find the critical value and draw the critical region.
The alternative hypothesis is non-directional. Hence, the two-tailed
test shall be used. From the t-value table at 0.10 level of significance, the
critical value is ±1.711.
Rejection Region Non-Rejection Rejection Region
Region

- 1.711 1.711

Step 4: Draw a conclusion.

Since the t-computed value is 1.974 which is greater than the critical
value of 1.711, we reject the null hypothesis and support the alternative
hypothesis. We can conclude that there is enough evidence to support the
claim that the raw cornstarch had an effect on blood glucose levels.
Example 3: The average IQ of Senior High School students is 99 with a
standard deviation of 15. A researcher believes that the average IQ of Senior
High School students is lower. A random sample of 40 students was tested
and got an average of 95. Is there enough evidence to suggest that the
average IQ is lower? Test the hypothesis at 0.05 level of significance.
Solution:
Given: 𝑥̅ = 95 𝜇 = 99 𝜎 = 15 𝑛 = 40 𝛼 = 0.05
Step 1: State the null and alternative hypotheses.
𝐻𝑜 : 𝜇 = 99 𝐻𝑎 : 𝜇 < 99
Step 2: Determine the test statistic, then compute its value.
Since the population mean is being tested, the population standard
deviation 𝜎 is known, and 𝑛 > 30, the appropriate test statistic is the z-test.

𝑥̅ −𝜇
𝑧= 𝜎
√𝑛
95−99
𝑧= 15
√40
−4
𝑧= 2.37
𝐳 = −𝟏. 𝟔𝟖𝟖

8
Step 3: Find the critical value and draw the critical region. Use the z-critical
value table. The alternative hypothesis is directional. Hence, the one-tailed
test (left-tailed test) shall be used. From the z-value table at 0.05 level of
significance, the critical value is -1.645.

Non-Rejection
Region
Rejection Region

-1.645

Step 4: Draw a conclusion.

The z-computed value is -1.688 and it lies within the rejection region,
so we reject the null hypothesis. Therefore, there is enough evidence to
support the claim that the IQ level of Senior High School students is lower
than 99. This result is significant at 𝛼 = 0.05 level.

What’s More

Activity 1: Complete Me!

Direction: Fill in the blanks/boxes.

A researcher reports that the average IQ level of students in Philippine

Science High School (PSHS) is 110. A sample of 20 students has a mean IQ
level of 106 with a standard deviation of 9. At 5% level of significance, test
the claim that the IQ level of students in PSHS is 110.
Solution:
Given: 𝑥̅ = ___ 𝜇 = 110 𝑠 = ___ 𝑛 = ___ α = ___ df = ___
Step 1: ____________________________________________________
𝐻𝑜 : 𝜇 = 110 𝐻𝑎 : 𝜇 ≠ 110
Step 2: Determine the test statistic, then compute its value.
Since n < 30, we will use_______________________.
𝑥̅ −𝜇
𝑡= 𝑠
√𝑛

𝑡= 9
√ 20

9
 𝑡=

𝑡 = ____
Step 3: ____________________________________________________

From the t-value table at 0.05 level of significance, the critical value is
_______________.

Acceptance Region
or Non-Rejection Rejection Region
Region

-2.093 2.093

Step 4: Draw a conclusion.

Since it is a left-tailed test and the t-computed value is _______, which is

________ than the critical value of ______, we _______ the null hypothesis. We
therefore conclude that _________________________________________________.

Activity 2: Follow Me!

Directions: Follow the steps in testing hypothesis to answer the following
problems.
1. Mapalad Integrated High School determined students’ Body Mass Index
(BMI) at the opening of classes. It has been recorded that the average
height of female students is 154.2 centimeters with a standard deviation
of 9 centimeters. The researcher conducted her own study and she
randomly selected 40 female students. In her study, she got an average of
156.7 centimeters. Is there a reason to believe the claims of the school?
Use 5% level of significance in testing the hypothesis.
2. The manager of a certain TV station claimed that the average rating of
people watching their noontime teleserye in Manila is 62.5. A researcher
randomly selected 25 people and asked them their favorite noontime
teleserye. He computed the mean and obtained 67.8 with standard
deviation of 15.9. Is there a reason to believe that the manager is correct?
Use 0.01 as the level of significance.
3. According to the report of National Economic Development Authority
(NEDA) last year, a Filipino household spends an average of ₱333 a day.
You took a random sample of 20 households and determined the amount
of their allotted budget each day revealing a mean of ₱420 and standard
deviation of ₱120. Using 0.01 level of significance, can it be concluded

10
 that the average amount spent per day by a Filipino household has
increased? Assume normality over the population.

4. One of the psychological tests conducted by the guidance counselors in a

public school is the Survey of Study Habits and Attitudes (SSHA) that
measures student’s attitudes toward studying. The mean score of Senior
High students is 135 with standard deviation of 35. Makisig suspects that
older students have better attitudes toward school. He randomly selects
50 Grade 12 students who are at least 18 years old and gives them SSHA.
The test result has a mean score of 144.8 points. Is there a reason to
believe that the claim of the guidance counselors is correct? Assume that
the population mean score is normally distributed. Carry out a
significance test at 5% level.
5. According to the World Health Organization’s statistics published in
2018, the lifespan of a person in the Philippines is 67 years old. A
random sample of 25 obituary notices in the Philippine Daily Inquirer has
an average mean of 60 years old with a standard deviation of 19 years. If
the life span in the Philippines is normally distributed, does this
information indicate that the population mean life span of Filipinos is less
than 67 years old? Use 5% level of significance.

What I Have Learned

Directions: Answer the following.

1. What are the steps in testing hypothesis for the population mean?
2. In a right-tailed test, what will you do if the computed value is greater
than the critical value?
3. In a left-tailed test, what will you do if the computed value is less than
the critical value?
4. What does it mean if you reject the null hypothesis?
5. What do you mean if you fail to reject the null hypothesis?

11
 What I Can Do

In a long bond paper, create an infographic chart about solving problems in

hypothesis testing. Be creative!

Grading Rubric for Infographic Chart

Indicator Excellent Good Fair Needs
(5 points) (4 points) (3 points) Improvement
(2 points)
Content All Information Most Few
information are detailed, information information
are detailed, accurate, are detailed, are detailed,
accurate, relevant, and accurate, accurate,
relevant, and properly relevant, and relevant, and
properly cited. properly properly cited.
cited. cited
Infographic Layout is Layout is Layout is Layout maybe
Design aesthetically clear. generally somewhat
pleasing. clear. unclear.
Creativity Additional Additional No additional Additional
elements elements are elements are elements are
such as used but do used. used but
pictures are not enhance there is no
incorporated the relevance to
to enhance infographic. the content of
the the
infographic. infographic.

Assessment

Directions: Choose the best answer to the given questions or statements.

Write the letter of your choice on a separate sheet of paper.
1. The null hypothesis is rejected. What does it mean?
A. The null hypothesis is incorrect.
B. The alternative hypothesis is true.
C. There is enough evidence against the null hypothesis.
D. There is a very small probability that the null hypothesis is true.

12
2. If the t-computed value is 2.430 and the critical value is 2.011, what will
be the decision?
A. Reject the null hypothesis. C. Reject the alternative hypothesis.
B. Support the null hypothesis. D. Do not reject the null hypothesis.
3. What is the third step in the hypothesis testing procedure?
A. Draw conclusion.
B. State the null and alternative hypotheses.
C. Determine the test statistic and compute it.
D. Find the critical value for the test; then draw the critical region.

4. In a left-tailed test, what will you do if the critical value is less than the
computed value?
A. Reject the null hypothesis.
B. Do not reject the null hypothesis.
C. Reject the alternative hypothesis.
D. Do not reject the alternative hypothesis.
5. The t-computed value is 1.875 and the critical value is 2.080. What
conclusion can be drawn?
A. Reject the null hypothesis.
B. Fail to reject the null hypothesis.
C. Reject the alternative hypothesis.
D. Fail to reject the alternative hypothesis.
6. What does it mean if a result is said to be significant at 1% level?
A. The null hypothesis is 99% true.
B. The null hypothesis is 99% wrong.
C. We fail to reject the false null hypothesis 1% of the time.
D. There is a 1% probability that a true null hypothesis is rejected.
7. It is a value that separates the acceptance region from the rejection region
in a normal curve when testing the hypothesis?
A. t-value C. critical value
B. z-value D. computed value
8. What should you do if the computed z-value lies in the critical region?
A. Reject the null hypothesis.
B. Reject the alternative hypothesis.
C. Do not reject the null hypothesis.
D. Do not reject the alternative hypothesis.
9. The mean height of women is less than 64" (inches). Which of the following
represents the null and alternative hypotheses?
A. H0: μ > 64" C. H0: μ < 64"
Hₐ: μ < 64" Hₐ: μ ≠ 64"

13
 B. H0: μ = 64" D. H0: p = 64"
Hₐ: μ ≠ 64" Hₐ: p > 64"
10. In the hypothesis testing procedure, drawing conclusion should always be
the __________ step.
A. first B. second C. third D. last
11. A one sample t-test is conducted on Ho: μ = 81.6. The sample has a mean
of 84.1, s = 3.1, n = 25, and α = .01. What conclusion can be drawn?
A. Reject Ho. C. Fail to reject Ho.
B. Reject Ha. D. Fail to reject Ha.
12. Perform a hypothesis test where the null hypothesis is that the μ = 6.9. A
random sample of 16 items is selected. The sample mean is 7.1 and the
sample standard deviation is 2.4. It can be assumed that the population is
normally distributed at α = 0.05.
A. There is enough evidence to reject the claim.
B. There is enough evidence to support the claim.
C. There is not enough evidence to reject the claim.
D. There is not enough evidence to support the claim.
13. If the computed t-value is 2.130 while the critical value is 2.086, what
conclusion can be drawn?
A. Reject both the null and alternative hypotheses.
B. Fail to reject the null and alternative hypotheses.
C. Reject the null hypothesis in favor of the alternative hypothesis.
D. Fail to reject the null and the alternative hypothesis is not supported.
14. After formulating the hypotheses, what is the next step in the hypothesis
testing procedure?
A. Draw conclusion.
B. Choose the level of significance.
C. Determine the test statistic and compute it.
D. Find the critical value and draw the critical region.
15. Find the critical value(s) for a two-tailed test with α = 0.05.
A. z = -1.65 B. z = ±0.06 C. z = 1.65 D. z = ±1.96

14
 Additional Activities

In this activity, complete the1-4-3 chart by writing down what are being
asked.

1 – 4 – 3 LIST
One (1) thing I really love about this topic:
1.
Four (4) important reasons why I love this topic:
1.
2.
3.
4.
Three (3) things I still need to understand about this topic:
1.
2.
3.

15
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: [email protected] * [email protected]