Quarter 4 - Week 3

Department of Education • Republic of the Philippines

Introductory Message
For the facilitator:

This module was collaboratively designed, developed and evaluated by the Development
and Quality Assurance Teams of SDO TAPAT to assist you in helping the learners meet the
standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.

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.

For the learner:

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.

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 Let’s Try 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!

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 Let’s Learn

This module was designed and written to help you understand the basic
concepts of hypothesis testing. Each step for hypothesis testing was given emphasis
by providing a separate lesson for each. Only one set of examples was used all
throughout the lessons to clearly show the process of hypothesis testing.

The module contains:

 Lesson 1 – Rejection Region

After going through this module, you are expected to:

1. identifies the appropriate rejection region for a given level of significance when:
(a) the population variance is assumed to be known
(b) the population variance is assumed to be unknown
(c) the Central Limit Theorem is to be used, and
(d) the critical value is to be known.

Let’s Try

Directions: Read each question carefully. Encircle the letter of the correct answer.

1. It is the area in the normal curve that leads to rejection of null hypothesis.
A. Acceptance Region C. Rejection region
B. Degrees of freedom D. Type II Error
2. What kind of test is shown in this figure?
A. Left-tailed Test C. Right-tailed Test
B. No-tailed Test D. Two-tailed Test
3. What kind of test is shown in this figure?
A. Left-tailed Test C. Right-tailed Test
B. No-tailed Test D. Two-tailed Test
4. What kind of test is shown in this figure?
A. Left-tailed Test C. Right-tailed Test
B. No-tailed Test D. Two-tailed Test
5. It is the number of values that are free to vary in a data set.
A. Acceptance Region C. Rejection region
B. Degrees of Freedom D. Type II Error
6. It is the degree of uncertainty about the statistical statement under the same
conditions used to determine the confidence level.
A. Level of Association C. Level of Relation
B. Level of Confidence D. Level of Significance

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 For no. 7-8
The SSG president claims that the average number of hours the
students study their lessons is more than 30 hours per week. If 30 students
are surveyed and their average is 32 hours per week with standard deviation
of 4 hours, is there sufficient evidence to reject the SSG president’s claim at
the 𝛼 = 0.05 level of significance?

7. What type of test is applicable to the problem?

A. Cannot be determined C. No-tailed Test
B. One-tailed Test D. Two-tailed Test

8. Which of the following rejection region is applicable to the

problem? A. 𝑧 > 1.645 C. 𝑧 > −1.645
B.𝑧 < 1.645 D. 𝑧 < −1.645

9. Which of the following is the appropriate rejection region for the

following given? hypothesis test on population mean; 𝛼 = 0.01; two-
tailed test; 𝑛 = 25; 𝜎 = 2 .
A. < −2.575 𝑜𝑟 𝑧 > 2.575 C. < −1.96 𝑜𝑟 𝑧 > 1.96
B. 𝑧 < 2.575 𝑜𝑟 𝑧 > −2.575 D. 𝑧 < 1.96 𝑜𝑟 𝑧 > −1.96

10. Which of the following is the appropriate rejection region for the
following given? hypothesis test on population mean; 𝛼 = 0.05; one-
tailed test (right); 𝑛 = 73; 𝑠 = 8.2
A. 𝑧 > 1.645 C. 𝑧 > 2.33
B. 𝑧 < 1.645 D. 𝑧 < 2.33

Write your
Alternatively, you may answer these questions online! score here
Use this link on your cellphone, laptop or desktop:

Use proper capitalization to activate the link. Make sure you are connected to the internet! You will see your score
Make sure to screenshot your work as proof to your teacher then write your score in the box.

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 Lesson
Rejection Region
1

Let’s Recall

How do you identify the appropriate test-statistic to be used?

What information do you need to consider to properly choose a test-statistic?

Let’s Explore

Activity 1

Study the figures below. Describe the location of the shaded part of the normal
curve.

Let’s Elaborate

Rejection Region
The shaded regions in Activity 1 is/are called the rejection region.

In a given problem, the level of significance and the type of test (one-tailed or
two-tailed) will set the rejection region (critical region) of the null hypothesis.

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Let us look at the illustration below.

a. Two-tailed test at 5% level of significance

0.95

0.025 Acceptance Region

0.025

Rejection Region

The rejection region is split into two equal areas placed in each tail of the
distribution.

b. One-tailed test (right tail) at 5% level of significance

0.95

Acceptance Region

0.05

Rejection Region
The rejection region lies entirely in the right end of the distribution.

c. One-tailed test (left tail) at 5% level of significance

0.95
0.05 Acceptance Region

Rejection Region

The rejection region lies entirely on the left end of the distribution.

To identify the appropriate rejection region in each problem, we need to

consider the following questions:

a. Does the problem suggest a one-tailed or two-tailed test?

b. What is the significance level?

Let us try the following sample problems.

1. A researcher reports that the average salary of private school teachers is

Php 10,000.00. A sample of 40 teachers has a mean salary of Php 10,870.00 a
month at 𝛼 = 0.05, test the claim that the average salary of private school teachers
is not equal to Php 10,000.00 a month. The standard deviation of the population
is Php 1,500.00.
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Answering the questions above:

a. Since the alternative hypothesis for the problem is 𝜇 ≠ 10,000.00, then it is a two-
tailed test.
b. The level of significance (𝛼) is 0.05
To identify the appropriate rejection region, we can refer to the 𝑧-table by
considering the type of test (one-tailed or two –tailed) and the level of significance.
But since we usually use 0.05 and 0.01 as level of significance, we could just refer
to this table below.

One-tailed Two-tailed
𝛼 = 0.05 𝑧 > 1.645 (𝑜𝑟 𝑧 < −1.645) 𝑧 < −1.96 𝑜𝑟 𝑧 > 1.96
𝛼 = 0.01 𝑧 > 2.33 (𝑜𝑟 𝑧 < −2.33) 𝑧 < −2.575 𝑜𝑟 𝑧 > 2.575

In this example, the rejection region is 𝑧 > 1.96 𝑜𝑟 𝑧 < −1.96.

2. Mrs. Patata claims that its potato chips contain less than 150 mg of salt per pack.
But a random sample of 130 packs yielded an average salt content of 145 mg
with standard deviation of 25 mg. Use 0.01 level of significance to test the null
hypothesis 𝜇 = 150 against the alternative 𝜇 < 150.

Answering the same questions:

a. Since the alternative hypothesis for the problem is 𝜇 < 150, then it is a one-tailed
test (left).
b. The level of significance (𝛼) is 0.01.
The rejection region for this example is 𝑧 < −2.33.

3. A certain brand of coffee is advertised to have a net weight of 250 grams. If the net
weights of a random of 8 packs are 252, 251, 253, 249, 248, 251, 254, and 249,
can it be concluded that the average net weight of the packs is greater than the
advertised amount? Use 𝛼 = 0.05.

Answering the same questions:

a. Since the alternative hypothesis for the situation is 𝜇 > 250, then it is a one-tailed
test (right).
b. the level of significance is 0.05.
In this problem, we need to use the t-table because the applicable test statistic
is t-test. Notice that the number of samples is only 8 and the population standard
deviation is not given. Aside from the type of test (one-tailed or two-tailed) and the
level of significance, we also need to consider the degrees of freedom to properly
identify the critical value in the 𝑡-table. The formula for degrees of freedom is 𝑛-1,
where n is the number of samples.

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 Why do we subtract 1 from the number of samples to get the degrees of freedom?

Degrees of Freedom is the number of values that are free to vary in a data set.
Example, if you were asked to pick a set of three numbers with mean of 5, there
are many possibilities: 8, 2, 5 or 7, 3, 5, or 6, 4, 5 and so on. We must notice that
once you have chosen the first two numbers, you cannot choose the third item in
the set. The only number that are free to vary are the first two.

The rejection region in this situation (refer on the 𝑡-table) is 𝑡 > 1.895
.

To watch a video tutorial on *One Tailed and Two Tailed Tests, Critical Values, & Significance Level*, visit this link
To watch a video tutorial on *Determining Critical Values and Rejection Regions*,
visit this link

Let’s Dig In

Activity 2
Directions: For each of the following, sketch the normal curve and indicate the
location of the rejection region by determining the critical value.

1. Hypothesis test on population mean; 𝛼 = 0.01; two-tailed test; = 15; 𝜎 = 5 .

2. Hypothesis test on population mean; 𝛼 = 0.05; one-tailed test (right); 𝑛 = 37; 𝑠 = 5

3. Hypothesis test on population mean; 𝛼 = 0.01; one-tailed test (left); 𝑛 = 20; 𝑠 = 3.5

4. Hypothesis test on population mean; 𝛼 = 0.05; two-tailed test; 𝑛 = 10, 𝜎 = 7.13

5. Hypothesis test on population mean; 𝛼 = 0.01; one tailed test (right); 𝑛 = 189; 𝜎 =
15

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 Let’s Remember

1. To identify the rejection region, we need to consider the type of test (whether
one-tailed or two-tailed) and the significance level.

2. Degrees of Freedom is the number of values that are free to vary in a data set.
It is needed to identify the rejection region in the t-table.

Let’s Apply

Directions: Read each problem and identify the rejection region.

1. Santos Farm takes pride in its poultry produce and claims that each dressed
chicken they sell provides 180 grams of protein. Test this claim at 0.01 level of
significance based on a random sample of 70 dressed chickens that yielded an
average of 176 grams of protein with sample standard deviation of 15 grams.

2. MLC claims that students who avail their services get an average score of 385 on
scholastic aptitude test. The scores of random samples of 10 students were
recorded as follows: 350, 440, 350, 375, 400, 450, 475, 320, 300, 375. Use the
level of significance 0.01 to test whether the average of 385 is too high to claim.

Let’s Evaluate

Directions: Read each question carefully. Encircle the letter of the correct answer.

1. It is the number of values that are free to vary in a data set.

A. Acceptance Region C. Rejection region

B. Degrees of Freedom D. Type II Error
2. It is the degree of uncertainty about the statistical statement under the same
conditions used to determine the confidence level.

A. Level of Association C. Level of Relation

B. Level of Confidence D. Level of Significance
3. What kind of test is shown in this figure?

A. Left-tailed Test C. Right-tailed Test

B. No-tailed Test D. Two-tailed Test

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 4. What kind of test is shown in this figure?

A. Left-tailed Test C. Right-tailed Test

B. No-tailed Test D. Two-tailed Test
5. What kind of test is shown in this figure?

A. Left-tailed Test C. Right-tailed Test

B. No-tailed Test D. Two-tailed Test
6. It is the area in the normal curve that leads to rejection of null hypothesis.

A. Acceptance Region C. Rejection region

B. Degrees of freedom D. Type II Error
For no. 7-8
The SSG president claims that the average number of hours the students
study their lessons is more than 30 hours per week. If 30 students are
surveyed and their average is 32 hours per week with standard deviation of 4
hours, is there sufficient evidence to reject the SSG president’s claim at the
𝛼 = 0.01 level of significance?
7. What type of test is applicable to the problem?

A. Cannot be determined C. No-tailed Test

B. One-tailed Test D. Two-tailed Test

8. Which of the following rejection region is applicable to the problem?

A. 𝑧 > 2.33 B. 𝑧 < 2.33 C. 𝑧 > −2.33 D. 𝑧 < −2.33

9. Which of the following is the appropriate rejection region for the following
given? hypothesis test on population mean; 𝛼 = 0.05; two-tailed test; 𝑛 = 25; 𝜎 =
2.

A. < −2.575 𝑜𝑟 𝑧 > 2.575 C. < −1.96 𝑜𝑟 𝑧 > 1.96

B. 𝑧 < 2.575 𝑜𝑟 𝑧 > −2.575 D. 𝑧 < 1.96 𝑜𝑟 𝑧 > −1.96

10. Which of the following is the appropriate rejection region for the following
given: hypothesis test on population mean; 𝛼 = 0.01; one-tailed test (left); 𝑛 = 73;
𝑠 = 8.2

A. 𝑧 > 1.645 B. 𝑧 < 1.645 C. 𝑧 > 2.33 D. 𝑧 < 2.33

Write your
Alternatively, you may answer these questions online! score here
Use this link on your cellphone, laptop or desktop:

Use proper capitalization to activate the link. Make sure you are connected to the internet! You will see your score
Make sure to screenshot your work as proof to your teacher then write your score in the box.

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References
Mathematics for Engaged Learning Statistics and Probability by Yvette F. Lim,
Rizaldi C. Nocon, Ederlina G. Nocon, and Leonor A. Ruivivar
Introduction to Statistics by Ronald E. Walpole (Third Edition)
Basic Probability and Statistics by Winston S. Sirug
Statistics and Probability by Rene R. Belecina, Elisa S. Baccay, and Efren B. Mateo
Statistics and Probability by Lino C. Reynoso, Recto Y. Ponciano, and Belinda T.
Conde

Development Team of the

Module

Writers: JOEY N. ABERGOS

Editors:
Content: LAMBERT QUESADA
Language: AILEEN GENOSO

Reviewers: MRS. MIRASOL I. RONGAVILLA

MR. ARMANDO V. EROLIN

Illustrators:
Layout Artist:
Management Team: DR. MARGARITO B. MATERUM, SDS
DR. GEORGE P. TIZON, SGOD-
Chief DR. ELLERY G. QUINTIA, CID
Chief
MRS. MIRASOL I. RONGAVILLA, EPS -
MATH DR. DAISY L. MATAAC, EPS – LRMS/
ALS

For inquiries, please write or call:

Schools Division of Taguig city and Pateros Upper Bicutan Taguig City Telefax: 8384251
Email Address:

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