Republic of the Philippines

Department of Education
REGION IV-A CALABARZON
TANZA NATIONAL TRADE SCHOOL

LEARNING ACTIVITY SHEET

Statistics and Probability/ Grade 11 (Key Stage 4)
Second Semester- Quarter 4- Week 4

Name of Student:_______________________________ Grade & Section:_____________________________

Topic: Drawing conclusion about the population mean based on the test-statistic value and the rejection
region
After obtaining the computed value of the test statistic, it is being compared to the critical values.
You will use the following tables on z- and t- critical value.

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 do not reject or 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 do not reject or 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 do not reject or we fail to reject the null hypothesis and the alternative hypothesis
is not supported.
Rejecting the null hypothesis doesn’t mean that it is incorrect, or the alternative hypothesis is
correct. The collected data suggest a sufficient evidence to disprove the null hypothesis, hence we reject
it.
Similarly, a failure to reject the null hypothesis does not mean that it is true -only that the test did
not prove it to be false. There is an insufficient evidence to disprove the null hypothesis; hence we do not
reject it.

Study the examples below.

Example 1: Compute for its value given the following information. Use α =0. 05 . Interpret the result.
H o : μ=70 x = 71.5
μ = 70

H a : μ>70 σ =8
n = 100
Solution: It is a one-tailed test, since it does
mention about the direction of the distribution
(the alternative hypothesis uses the symbol >).
Since σ is known and n ≥ 30, we will use z-test.
The level of significance is 0.05. From Table 1, the z-critical value is 1.645. Thus, we have:
Decision: The computed z-value is 1.875 which is greater than the critical value of 1.645.
Therefore, we reject the null hypothesis and support the alternative hypothesis.

Example 2: Compute for its value given the

following information. Use α =0.01. Interpret the
result.
H o : μ=127 x = 124.5 μ =
127
H a: μ<127 s=5
n = 12
Solution: It is a left-tailed test, since it does mention about the direction of the distribution (the
alternative hypothesis uses the symbol ¿). Since σ is unknown and n < 30, we will use t-test. The degree
of freedom (df = n - 1) is 11 and α =0.01. Therefore, the t-critical value from Table 2 is -2.718. Thus, we
have:

Decision: The computed t-value is greater than the t-critical value at α =0.01 (i. e.
−1.736>−2.718. Since we have a left-tailed test, our conclusion is that we fail to reject the null
hypothesis.

Example 3: The government claims that P10,000 is the monthly expenses of a Filipino family with four
members. A sample of 26 families has mean monthly
expenses of P10,900 and a standard deviation of
P1,250. Is there enough evidence to reject the
government’s claim at α = 2.5%?

Solution: Let us identify first the given. So, we have:

H o : μ=P 10,000 x = P10,900
s = P1,250
H a: μ ≠ P 10,000 μ = P10,000
n = 26

It is a two-tailed test, since it does not mention about the direction of the distribution. Since σ is unknown
and n < 30, we will use t-test. The degree of freedom (df = n - 1) is 25 and α =2.5 % . Therefore, the t-
critical value from Table 2 is 2.485. Thus, we have:

Decision:
The absolute value of the computed t-value is greater than the absolute of the critical t-value
at α =0.025 (i.e. |3.671|> |2.485| ). Therefore, we reject the null hypothesis.

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

1. State the null hypothesis H o and the alternative hypothesis H a .
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.
Illustrative 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 95% level of
significance, assume that a population standard deviation is
₱52.
Solution:
Given: x = 165 μ = 155 σ = 52 n = 50 α = 0.05

Step 1: State the null and alternative hypotheses.

H o : μ = 155 H a: 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.
x−μ
z=
σ
√n
 165−155
z=
52
√50
10
z=
7.35
z=1.361
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.
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.

Illustrative 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: x = 135 μ = 120 s = 38 n = 25 α = 0.10 df = 24
Step 1: State the null and alternative hypotheses.
H o : μ = 120 H a: μ ≠ 120
Step 2: Determine the test statistic, then compute its value.
Since it is the population mean being tested, the population standard deviation σ is unknown, and n < 30,
the appropriate test statistic is the t-test.
x−μ
t=
s
√n
135−120
t= 38
√25
15
t=
7.6
t=1.974
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.
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.
Illustrative 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: x = 95 μ = 99 σ = 15 n = 40 α = 0.05
Step 1: State the null and alternative hypotheses.
H o : μ = 99 H a: 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.
x−μ
z=
σ
√n
95−99
z=
15
√ 40
−4
z=
2.37
z=−1.68
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.
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.
Learning Activity 1: What’s Your Decision?
Direction: Based on the given, decide whether the null
hypothesis is rejected or failed to reject. Write your answer
on the space provided before the number.

_____________________________________1. z-computed value: 2.391 ; z-critical value: 1.960

_____________________________________2. t-computed value: 1.240 ; t-critical value: 2.131

_____________________________________3. t-computed value: ±3. 435 ; t-critical value: ±2.896

_____________________________________4. z-computed value: 2.391 ; z-critical value: 2.326

_____________________________________5. z-computed value: ± 2. 435 ; z-critical value: ±2.896

Learning Activity 2: Complete Me!

Direction: Fill in the blanks with correct information to solve each given problem. Write your answer on the
space provided.
Problem 1: 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: x = ______ μ = 110 s = ______ n = ______ α = ___ df = ___
Step 1: State the null and alternative hypothesis
H o : _______________________________________________ H a: ___________________________
Step 2: Determine the test statistic, then compute its value.
x−μ
t=
Since n < 30, we will use s .Therefore the t-computed is equal to ________________
√n
Step 3: Find the critical value and draw the critical region.

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

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
_________________________________________________.
Learning Activity 3: Be a Good Follower!

Direction: Using the steps in testing hypothesis, answer the following problems. Write your complete
solutions on a separate sheet of paper.
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. A 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 that the average amount spent
per day by a Filipino household has increased? Assume normality over the population.

Reflection:
Direction: In your notebook, write your personal insights about the lesson using the prompts below.
I understand that
___________________________________________________________________________________________.
I realize that
_______________________________________________________________________________________________.
I need to learn more about
___________________________________________________________________________________.
Practice personal hygiene protocols at all times.