Philippine Christian University: Statistics and Probability (G 11) W 1 M 9-13, 2020

Philippine Christian University
SENIOR HIGH SCHOOL DEPARTMENT

Dasmariñas City, Cavite
S.Y. 2019-2020
STATISTICS AND PROBABILITY

SAMPLING DISTRIBUTION
(GRADE 11)
WEEK 1
MARCH 9-13, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:
Alagar, Alissa Kirstin Lentijas, Ivy Rose
Baas, Editha Manalo, Aira Lowella
Bartican, Lyzza Mojica, Jerome Loiue
Colacado, Claire Molina, Eloise Wilma Jaime
Delgado, Ermingol Puna, Ginalyn

Denina, Jolina Maricar Riosa, Michelle
Garcia, Gerald Rojales, Krishna Kelly R.
SAMPLING DISTRIBUTION
Learning Competencies:
1. The learner illustrates random sampling.
2. The learner distinguishes between parameter and statistic.
3. The learner identifies sampling distributions of statistics (sample mean).
4. The learner finds the mean and variance of the sampling distribution of the
sample mean.
5. The learner illustrates the Central Limit Theorem.
6. The learner defines the sampling distribution of the sample mean using the
Central Limit Theorem.
7. The learner solves problems involving sampling distributions of the sample
mean.
Discussion:
I. Random Sampling
Selecting samples from a population using chance methods or random numbers
from the table of random numbers.
Parameter - a measure or characteristics obtained by using all the data values in
the population.
Statistics - a measure or characteristics obtained by using only the data values
in a sample.
I. Sampling Distributions
Definition: The probability distribution for the values of the sample statistic obtained
when random samples are repeatedly drawn from a population.
Properties of the Distribution of Sample Means

1. The mean of the sample mean E(X ) = μx is the same as the population mean
mu.
2. Variance of the sample is Var(X ) = σ 2x and is smaller than the variance of the
population σ 2. It is equal to the variance of the population if it is divided by the
σ2 x
number of the sample size as σ 2= .
n
Formulas:
Population Mean Population Variance

N N
∑ Xi ∑ ( Xi− X)2
μ= i=1 σ 2= i=1
N N
Where in:
μ=¿ population mean
N = total number
Xi = no. of values
Where in:
σ 2=¿ population variance
N = total number
Xi = no. of values
X = mean of population
Standard Deviation of Population

σ =√ σ 2
2
σ =¿ population variance
σ =¿standard deviation
Sample Mean Sample Variance

N
X= ∑X
i=1 S2 =
∑ ( Xi− X )2
n−1
n
Examples:
1. Suppose a population consists of scores of 3 students in a particular quiz
recorded as follows: 3, 5, and 7. By using sampling distribution, estimate the
population mean, variance, and standard deviation using a random sample size
n=2.
Solution:
A. Population Mean, Population Variance, and Population Standard
Deviation
N
(Population Mean):
∑ Xi 3+5+7 15
μ= i=1 = = =5
N 3 3
N
(Population Variance):
∑ ( X i −μ)2 (3−5)2+(5−5)2 +( 7−5)2 8
σ 2= i=1 = = =2.67
N 3 3
(Population Standard Deviation): σ =√ σ 2= √2.67=1.63
B. Sample Mean, Sample Variance, and Sample Standard Deviation
There are 9 possible samples of size n=2
Sample Sample
Mean( x́)
number Values (X)
1 3, 3 3
2 3, 5 4
3 3, 7 5
4 5, 3 4
5 5, 5 5
6 5, 7 6
7 7, 3 5
8 7, 5 6
9 7, 7 7
n
n=9 ∑ x́ i=45
i=1
(Sample Mean):
∑ x́i45
X́ = i=1 = =5
n 9
Sampling Distribution of the Sample Mean

Mean( x́) F Pr x́ . Pr
3 1 1/9 3/9
4 2 2/9 8 /9
5 3 3/9 15/9
6 2 2/9 12/ 9
7 1 1/9 7 /9
n=9 9 /9=1 X́ =45 /9=5
Now, we say that each of the sample mean represent an estimate of the population
mean.Therefore, the sample mean is equal to the population mean.
n
(Sample Variance):
∑ (X i−x́ )2
s2= i=1
n−1
Sample Sample
s2
number Values (X)
1 3, 3 0
2 3, 5 2
3 3, 7 8
4 5, 3 2
5 5, 5 0
6 5, 7 2
7 7, 3 8
8 7, 5 2
9 7, 7 0
n
n=9 ∑ s 2i =24
i=1
(Mean of Sample Variance):

∑ s 2i 24
s2x́ = i =1 = =2.67
n 9
Sampling Distribution of the Sample Variance

s2 F Pr x́ . Pr
0 3 3/9 0
2 4 4 /9 8 /9
8 2 2/9 16 /9
n=9 9 /9=1 X́ =24 /9=2.67
Now, we can say that each of the sample variance represent an estimate of the
population variance. The sample variance is equal to the population variance.
Therefore, the variance is an unbiased estimator wherein it gives an accurate statistic
that’s used to approximate population parameter.
(Sample Standard Deviation): s= √ s2

Sample Sample
s2 s
number Values (X)
1 3, 3 0 0
2 3, 5 2 1.41
3 3, 7 8 2.83
4 5, 3 2 1.41
5 5, 5 0 0
6 5, 7 2 1.41
7 7, 3 8 2.83
8 7, 5 2 1.41
9 7, 7 0 0
n n
n=9 ∑ s 2i =24 ∑ s i=11.3
i=1 i=1
n
(Mean of Sample Standard Deviation):

∑ si 11.3
s x́ = i =1 = =1.26
n 9
Sampling Distribution of the Sample Standard Deviation

s F Pr s . Pr
0 3 3/9 0
1.41 4 4 /9 0.63
2.83 2 2/9 0.63
n=9 9 /9=1 X́ =1.26
Now, we can say that each of the sample Standard Deviation do not represent an
estimate of the population Standard Deviation. The sample Standard Deviation is not
equal to the population Standard Deviation. Therefore, the variance is a biased
estimator.
2. The following are the ages of 4 students: 10, 13, 17, and 18. Estimate the
population mean, variance, and standard deviation using a random sample size
n=2.
N
∑ Xi 10+13+17+ 18 58
μ= i=1 = = =14.5
N 4 4
N
∑ ( X i −μ)2(10−14.5)2+(13−14.5)2 +(17−14.5)2+(18−14.5)2 41
2 i=1
σ = = = =10.25
N 4 4
2
σ =√ σ = √10.25=3.20
Sample Sample
Mean( x́) s2 s
number Values (X)
1 10, 10 10 0 0
2 10, 13 11.5 4.5 2.12
3 10, 17 13.5 24.5 4.95
4 10, 18 14 32 5.66
5 13, 10 11.5 4.5 2.12
6 13, 13 13 0 0
7 13, 17 15 8 2.83
8 13, 18 15.5 12.5 3.54
9 17, 10 13.5 24.5 4.95
10 17, 13 15 8 2.83
11 17, 17 17 0 0
12 17, 18 17.5 0.5 0.71
13 18, 10 14 32 5.66
14 18, 13 15.5 12.5 3.54
15 18, 17 17.5 0.5 0.71
16 18, 18 18 0 0
n n n
n=16 ∑ x́ i=232 ∑ s 2i =164 ∑ s i=39.62
i=1 i=1 i=1
∑ x́i 232
X́ = i=1 = =14.5
n 16
n
∑ s 2i 164
s2x́ = i =1 = =10.25
n 16
n
∑ si 39.62
s x́ = i =1 = =2.48
n 16
NAME:
GRADE LEVEL/STRAND/SECTION:
TEACHER:
DATE
WRITTEN WORK # ___
Direction: Compute the Sample Mean, Sample Variance and Sample Standard Deviation.
Sample
Number Sample Value Mean ( x´¿ ¿ S2 S
1 11,11
2 11,13
3 11,14
4 12,12
5 12, 13
6 12,14
7 12,15
8 13,11
9 13,13
10 14,11
11 14,12
12 14,13
13 15,15
14 15,14
15 15,13

S.Y. 2019-2020

NORMAL DISTRIBUTION
(GRADE 11)
WEEK 2
MARCH 16-20, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

NORMAL DISTRIBUTION
LEARNING COMPETENCIES:
1. The learners must be able to describe a normal random variable and its characteristics
2. The learners must be able to draw a normal curve
3. The learners must be able to state the properties of a normal curve.
LEARNING OUTLINE:
1. Definition of a normal curve
2. Properties of a normal curve
DISCUSSION:
Remember the discussion about Measures of Skewness and Measures of Kurtosis? We have
already introduced there the concept of a bell-shaped curve called the normal curve. Statistically,
the most important distribution is the normal distribution. Most statisticians in the modern era
use normal distribution because most random variables are either normally distributed or
approximately normally distributed and most hypotheses can easily be tested under the
assumption of normality.
Parts of a Normal Distribution

Properties of a Normal Curve
1. The total area under the normal curve is equal to 1.
2. The probability that any random variable x equals any particular value is between 0 to 1.
3. The left side and the right side of the distribution are equal
4. The mean, median and mode are either equal or approximately equal.
5. The areas under the normal curve follow the empirical rule. The empirical rule states that
the area from the mean is theoretically 0.663 (1 standard deviation), 0.954 (2 standard
deviations), and 0.997 (3 standard deviations).
6. The curve is asymptotic to the horizontal line.

NAME:
TEACHER:
DATE
WRITTEN WORK # ___
Direction: Illustrate and explain the different properties of the normal curve.
Use the space below.
1.
ILLUSTRATION:
2._________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________________________
S.Y. 2019-2020

AREAS UNDER THE NORMAL DISTRIBUTION
(GRADE 11)
WEEK 3
MARCH 23-27, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

AREAS UNDER THE NORMAL DISTRIBUTION
1. The learners must be able to compute probabilities using a standard
normal distribution table.
2. The learners must be able to convert a normal random variable to a
standard normal random variable.
3. The learners must be compute percentiles of a standard normal curve
LEARNING OUTLINE:
1. Standard Normal Curve
2. Properties of a standard normal curve
DISCUSSION:
A normal distribution has a symmetric bell-shaped curve with one peak. This is
characterized by its mean, the center and the peak, and standard deviation, the distance away
from the center. Statistically speaking, this is the most important distribution but it is very hard to
examine normal distribution because it is hypothetical. It means that there is no distribution of
data that perfectly matches the norma distribution. So , a special type of normal distribution
called the standard normal distribution can be examined in its place.
A standard normal distribution has a mean of 0 and a standard deviation of 1. A normal
random variable can be converted into a standard normal random variable resulting to a z-score.
A standard normal table lists down the corresponding probabilities of each value of z.
Properties of a standard normal distribution

1. The curve has a single peak.
2. It is symmetrical about the mean. It extends indefinitely in both directions and is
asymptotic to the horizontal axis.
3. The mean, median and mode are equal
4. The shape of the curve will depend on the mean and the standard deviation.
5. The total area under the standard normal curve is 1.
6. Nearly all the area is between +3 and - 3 standard deviations away from the mean
7. The mean is 0 and the standard deviation is equal to 1.
Areas under the standard normal curve

Examples:
1. P (z < 1.54) = 0.9382
Since you are asked to find the area less than or hypothetically equal to 1.54, just locate
1.54 in the z-table. The corresponding probability is the area less than or equal to 1.54
2. P (z < 2.16) = 0.9846

Since you are asked to find the area less than or hypothetically equal to 2.16, just locate
2.16 in the z-table. The corresponding probability is the area less than or equal to 1.54
3. P (z > 1.54) = 0.0618

Since you are asked to find the area greater than or hypothetically equal to 1.54, locate
1.54 in the z-table. To get the area that is greater than or equal to z = 1.54, deduct the
corresponding probability of z = 1.54 from 1.
4. P (z > 2.16) = 0.5154

Since you are asked to find the area greater than or hypothetically equal to 2.16, locate
2.16 in the z-table. To get the area that is greater than or equal to z = 2.16, deduct the
corresponding probability of z = 2.16 from 1.
5. P (2.16<z < 1.54) = 0.9846 - 0.9382 = 0.0464

Since you are asked to find the area between z = 2.16 and z = 1.54, you have to subtract
the corresponding areas of each z-value.
NAME:
TEACHER:
DATE
WRITTEN WORK # ___
Direction: Find and shade the area under the standard normal curve that lies to:
1. left of z = -2.48
2. left of z = 3.00
3. left of z = 0.99
4. left of z = -1.19
5. left of z = -2.22
6. right of z = -2.48
7. right of z = 3.00
8. right of z = 0.99
9. right of z = -1.19
10. right of z = -2.22
11. between z = 1.31 and z = 1.76
12. between z = -2.55 and z = -1.99
13. between z = 1.43 and z = -2.19
14. between z = 1.12 and z = 3.02
15. between z = 2.41 and z = 2.80
S.Y. 2019-2020

STANDARD NORMAL SCORE (Z-SCORE)
(GRADE 11)
WEEK 4
MARCH 30-APRIL 3, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

STANDARD NORMAL SCORE (Z-SCORE)
1. The learners must be able to describe the concept of z-score
2. The learners must be able to find the z-score equivalent to the raw score
(x)
3. The learners must be able find the z-score associated with a percentile
4. The learners must be able apply z-score to solve real-life problems.
LEARNING OUTLINE:
1. Standard Score (z-score)
2. Percentile Rank of a standard normal curve.
DISCUSSION:
The z-score let us determine how many units of the standard deviation the raw score is
above or below the mean. The quantity z-score represents the distance between the raw score (x)
and the population mean of the units standard deviation. The z-score is negative when the raw
score is below the mean and positive when the raw score is above the mean. The z-score is zero
when the raw score is equal to the mean.
To compute for the z-score, the formula is: z = x - Mean
SD
Problem # 1: Student A got 65. The section’s mean score is 50 with a standard deviation of 5.
Thus,
z = x - Mean
SD
z = 65- 50
5
z=3
Therefore, the score of student A is 3 standard deviations above the mean.
Problem # 2: Based on a survey, the mean weekly allowance of Grade 11 students of XYZ
University is 750 pesos with a standard deviation of 100 pesos. Assuming that the weekly
allowance is normally distributed, what is the z-score of a student with a weekly allowance of
600 pesos?
z = x - Mean
SD
z = 600- 750
100
z = -1.5
Therefore, the weekly allowance of student A is 1.5 standard deviations below the mean.
Problem # 3: Based on the table below, who performed better, JR or JM? Assume a normal
distribution from two different classes.
STUDENT RAW SCORE (x) Mean Standard Deviation
JR 75 65 4
JM 58 52 2
To find JR’s z-score:

z = 75- 65
4
z = 2.5
To find JM’s z-score:
z = 58- 52
2
z=3
The z-score of JM is larger than the z-score of JR.Therefore, JM performed better than JR.
PERCENTILE RANK
Problem # 1: Consider a normal distribution with a mean value of 100 and a standard deviation
of 5. Find the value of x:
a. If the area from the mean to the z-score is 17% and the z-score is negative.
b. If the area to the right of the z-score is 15%
Solution:
a. Look for the value of z that has an area of 0.1700 in the z-table. Since the z-
score is negative, therefore z = -0.44
To solve for x:
z = x - Mean
SD
-0.44 = x- 100
5
-2.2 = x - 100
x = 97.8
17 % of the scores in the distribution lies between 97.8 and 100
b. The shaded area is equal to 15%. therefore the area between 0 and z must
be 35%. Look for the value of z that has an area of 0.3500 in the z-table.
Since the z-score is positive, therefore z = 1.04
To solve for x:
z = x - Mean
SD
1.04 = x- 100
5
5.2 = x - 100
x = 105.2
About 15 % of the scores in the distribution is greater than 105.2
NAME:
TEACHER:
DATE:
WRITTEN WORK # ___
Direction: Solve the following problems.
I. Study the group of tests administered to a class where Mark belongs, then answer
the following questions.
SUBJECT MEAN SD RAW SCORE
MATH 56 10 43
PHYSICS 55 9.5 51
ENGLISH 80 11.25 88
PE 75 9.75 82
1. In which subject did Mark perform worst in relation to the group’s mean performance?
2. In which subject did Mark perform best in relation to the group’s mean performance?
II. A normal distribution of scores has a standard deviation of 10 and a mean of 50.
Find the z-scores corresponding to each of the following values:
1. A score that is 20 points above the mean
2. A score that is 10 point below the mean
3. A score that is 30 point below the mean.
III. For a normal distribution, find the z-score that separates the distribution as
follows:
1. Separate the highest 10% from the rest of the distribution
2. Separate the lowest 20% from the rest of the distribution
S.Y. 2019-2020

CENTRAL LIMIT THEOREM
(GRADE 11)
WEEK 5
APRIL 6-10, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

Central Limit Theorem
A sampling distribution of sample means that considers the shape of the
distribution is made by the use of the Central Limit Theorem.
The Central Limit Theorem states that the sums and means of the random
samples taken with replacement from a population with mean μ and standard deviations
and to approach a normal distribution as the sample size n increases. this means that if
random samples of a large sample size n that increases without limit are taken from a
population with a specific mean (μ ¿ and standard deviation (s), the sampling distribution
of the sample mean (x) is approximately normally distributed with a mean ( μ ¿ and a
standard deviation of
By the central limit theorem, the sampling distribution of sample means
approximately normally distributed for a sufficiently large sample size n if the population
is not a normal distribution.
Formula:
x−μ
z=
s
√n
Where in: μ= population mean
Z = z value s = standard deviation
x = sample mean n = sample size
Examples:
1. The average hours spent by high school students in using their computer is
20hrsa week. If 25 high school students are randomly selected with a standard
deviation of 4hrs assuming that the variable is normally distributed.
a. Find the probability that the mean number of hours they use computer will be
longer than 21.5 hrs
Given:
x́=21.5
μ=20
s=4
n=25
Formula:
x́−μ s
z= s x́ =
s x́ √n
Solution:
The graph of the distribution of
the means is
s 4 4
s x́ = = = =0.8
√ n √ 25 5
x́−μ 21.5−20 1.5
z= = = =1.875∨1.88
s x́ 0.8 0.8
The area from 0 to 1.88 is Normal Distribution Table is 0.4699. Hence, 0.5000 – 0.4699
= 0.0301 or 3.01%.
Therefore, the probability of obtaining a sample mean that will be longer than
21.5 hours is 3.01%.
2. The average consumption of rice that a rural male adult person in a year is 96
kilos. If the standard deviation is 20 kilos and the distribution is approximately
normal,
a. find the probability that a rural male adult chosen at random will consume
less than 100 kilos of rice in a year; and
b. If a sample of 49 individual male adults is chosen, find the probability that the
mean of the sample will be less than 102 kilos in year.
a. Given:
x́=100
μ=96
s=20
n=49
The graph of the distribution of individual rural male adult person is shown below.
x́−μ 100−96 4
z= = = =0.20
s 20 20
The area from 0 to 0.20 in Normal Distribution Table is 0.0793. Hence, 0.5000 +0.0793=
0.0.5793 or 57.93%.
b. The problem is now concerned about the mean of a sample size n=49.
The graph of the area showing the distribution of means for the 49 samples chosen at
random from the population is shown below.
Hence, the z – value obtained,

x́−μ 102−96 6
z= = = =2.10
s x́ 2.86 2.86
The area from 0 to 2.10of Normal Distribution Table is 0.4699. Hence, 0.5000 + 0.4699
= 0.9821 or 98.21%.
NAME:
TEACHER:
DATE
WRITTEN WORK #_____
Direction: Compute and graph the distribution of the mean
1. The average hours spent by Senior high school students in using their computer is
24hrs in a week. If 30 senior high school students are randomly selected with a
standard deviation of 3 hrs. assuming that the variable is normally distributed.
a. Find the probability that the mean number of hours they use computer will be longer
than 25 hrs.
2. The average consumption of rice that a rural female adult person in a year is 75 kilos.
If the standard deviation is 15 kilos and the distribution is approximately normal,
a. find the probability that a rural female adult chosen at random will consume less than
100 kilos of rice in a year; and
b. If a sample of 39 individual female adults is chosen, find the probability that the mean
of the sample will be less than 77 kilos in yea r
S.Y. 2019-2020

HYPOTHESIS TESTING (PART
1)
(GRADE 11)
WEEK 6
APRIL 13-17, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

Hypothesis Testing (PART1)
Content Standard: Key concepts of tests of hypotheses on the population mean and population
proportion.
Performance Standard: Perform appropriate tests of hypotheses involving the population mean
and population proportion to make inferences in real-life problems in different disciplines.
Learning Competencies: The Learner should be able to:

1. Illustrate the following:
a. Null hypothesis
b. Alternative hypothesis
c. Level of significance
d. Rejection region; and
e. Types of errors in hypothesis testing
2. Identify the parameter to be tested given a real-life problem
3. Formulate the appropriate null and alternative hypotheses on a population mean and
proportion
4. Identify the appropriate form of the test- statistic when:
a. The population variance is assumed to be known
b. The population variance is assumed to be unknown
5. Identify the appropriate rejection region for a given level of significance when:
6. Compute for the test-statistic value (population mean and proportion)
7. Draw conclusion about the population mean and proportion based on the test-statistic
value and the rejection region
8. Solve problems involving test of hypothesis on the population mean and proportion
Hypothesis Testing
 Hypothesis testing is a systematic procedure for deciding whether the results of a

research study, which examines a sample, support a particular theory or practical
innovation, which applies to a population.
 The type of hypothesis testing done in much of the social sciences is called Null
Hypothesis Significance Testing (NHST).
Null Hypothesis
The null hypothesis reflects that there will be no observed effect in our experiment. In a
mathematical formulation of the null hypothesis, there will typically be an equal sign. This
hypothesis is denoted by H o.
The null hypothesis is what we attempt to find evidence against in our hypothesis test. We hope
to obtain a small enough p-value that it is lower than our level of significance alpha and we are
justified in rejecting the null hypothesis. If our p-value is greater than alpha, then we fail to reject
the null hypothesis.
If the null hypothesis is not rejected, then we must be careful to say what this means. The
thinking on this is similar to a legal verdict. Just because a person has been declared "not guilty",
it does not mean that he is innocent. In the same way, just because we failed to reject a null
hypothesis it does not mean that the statement is true.
Decisions
 What is Null Hypothesis Significance Testing all about?

 Use an inferential procedure to examine the credibility of a hypothesis about a population
based on the probability of sample data.
o Notice; Null Hypothesis Testing (NHST) is not about testing the probability of a
hypothesis or theory!
 NHST gets its name from the use of the Null hypothesis.
o Originally referred to a hypothesis of no difference.
o Modern interpretation and use allows more precise specification.
Symbols of Null Hypothesis Testing
 Typically we use population symbols when expressing hypotheses.

 The Null hypothesis uses the symbol and is read as `H-oh' or `H-naught'.
o Example Null hypothesis in symbols:

o Which is read as, we hypothesize the mean of population 1 is equal to the mean of
population 2.
 The alternative hypothesis uses the symbol and is read as `H-one' or ‘H-a’
H 1∨H a
o Example alternative hypothesis in symbols:

o Which is read as, we hypothesize the mean of population 1or the alternative
hypothesis is not equal to the mean of population 2.
H 1 : μ 1 ≠ μ 2∨H a : μ1 ≠ μ2
Steps of NHST (one version among many)
1. Define the populations of interest and restate the research question as null and alternative
hypotheses about the populations.
2. Determine the characteristics of the comparison distribution.
3. Determine the cutoff sample score on the comparison distribution at which the null
should be rejected (typically associated with p = .05).
4. Determine your sample's score on the comparison distribution (i.e., compute your sample
statistic)
5. Compare and make a decision. To reject or not to reject? That is the question!
Logic of Null Hypothesis Testing
 If we believe something to be different, why do we start by hypothesizing that things are

the same?
 Falsification
o Very difficult to prove things ``true'' but, it is not difficult to show things are ``not
true''.
 Provides a basis for statistical testing.
o Gives us somewhere to start (i.e., something to test).
o Provides the first piece of evidence for our empirical decisions.
More on this `falsification' thingy.
 No amount of confirmation can achieve certainty for some types of statements.

o Not verifiable:
 There are no pink swans.
 All swans are purple.
 You would have to collect all swans to verify these statements.
o Verifiable:
 There are blue swans.
 Not all swans are green.
 You would need only one example to verify these statements.
 Confirmed theory is not truth, but merely conjecture.
o Nothing is proven true, only supported by evidence.
 But, theory can be falsified with more certainty.
Alternative Hypothesis
The alternative or experimental hypothesis reflects that there will be an observed effect
for our experiment. In a mathematical formulation of the alternative hypothesis, there will
typically be an inequality, or not equal to symbol. This hypothesis is denoted by either H a
or by H 1.
The alternative hypothesis is what we are attempting to demonstrate in an indirect way by

the use of our hypothesis test. If the null hypothesis is rejected, then we accept the
alternative hypothesis. If the null hypothesis is not rejected, then we do not accept the
alternative hypothesis
Definition of Terms:
1. Hypothesis Testing- is the process of using a variety of statistical tools to analyze data
and ultimately reject or fail to reject the null hypothesis.
2. Statistical Hypothesis- an assertion or conjecture concerning one or more populations.
3. Null Hypothesis (Ho)- the reverse of what the experimenter actually believes and is put
forward to allow the data to contradict it.
4. Alternative Hypothesis (Ha)- the hypothesis that the researcher wishes to support.
5. Level of Significance (α)- the probability of committing a Type I error
6. One- Tailed test of hypothesis- is a test where the alternative hypothesis specifies a one-
directional difference for the parameter of interest.
7. Two- Tailed test of hypothesis- a test where the alternative hypothesis does not specify
a directional difference for the parameter of interest.
8. Probability (P-Value)- also called the observed significance level of a statistical test,
and is the smallest value of α for which Ho can be rejected.
9. Test Statistic- a single number calculated from the sample data
10. Critical Value- a threshold to which the value of the test statistic in a simple is compared
to determine whether or not the null hypothesis is rejected.
11. Rejection Region- consists of values that support the alternative hypothesis and lead to
rejecting Ho.
12. Acceptance Region- consists of values that support the null hypothesis
13. Type I Error- the error of rejecting the null hypothesis when it is true.
14. Type II Error - the error of accepting the null hypothesis when it is false
NAME:
TEACHER:
DATE
WRITTEN WORK # ___
Direction: Using your own words define the following terms. (5 sentences each)
a. Hypothesis Testing
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
b. Null Hypothesis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
c. Alternative Hypothesis
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
S.Y. 2019-2020

HYPOTHESIS TESTING (PART
2)
(GRADE 11)
WEEK 7
APRIL 13-17, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

HYPOTHESIS TESTING (PART 2)
Content Standard: Key concepts of tests of hypotheses on the population mean and population
proportion.
Performance Standard: Perform appropriate tests of hypotheses involving the population mean
and population proportion to make inferences in real-life problems in different disciplines.
Learning Competencies: The Learner should be able to:

1. Illustrate the following:
a. Null hypothesis
b. Alternative hypothesis
c. Level of significance
d. Rejection region; and
e. Types of errors in hypothesis testing
2. Identify the parameter to be tested given a real-life problem
3. Formulate the appropriate null and alternative hypotheses on a population mean and
proportion
4. Identify the appropriate form of the test- statistic when:
5. Identify the appropriate rejection region for a given level of significance when:
6. Compute for the test-statistic value (population mean and proportion)
7. Draw conclusion about the population mean and proportion based on the test-statistic
value and the rejection region
8. Solve problems involving test of hypothesis on the population mean and proportion
HYPOTHESIS TESTING
Assessing the validity of a statement is one important role of statistician. In the field of
education, an administrator would like to know which of the two methods of learning is more
effective. In business, one might want to establish the life span of a sophisticated machine in
order for them to compete the world of highly competitive market. A political analyst would like
to determine the impact of political crisis to the economy. Or, an agriculturist wants to determine
the effect of the different levels of fertilizer and plant spacing to the growth and yield of a certain
upland crops.
Wrong choice of a statistical method can mislead or can give wrong information to the
public or end user. One has to be very careful in assessing the validity of statements in the
decision- making proce4ss.
The following are the steps in hypothesis testing:
1. State the null hypothesis, Ho
2. State the alternative hypothesis, Ha
3. Choose the level of significance, α
4. Determine the test statistic to be used and compute its value based from the sample
measurements, (ex. T-test, Z-test…)
5. Establish the critical region
6. Make a decision: Reject the null hypothesis if the value of the test statistics falls in the
area or rejection
7. Make a decision
Definition of Terms:
15. Hypothesis Testing- is the process of using a variety of statistical tools to analyze data
and ultimately reject or fail to reject the null hypothesis.
16. Statistical Hypothesis- an assertion or conjecture concerning one or more populations.
17. Null Hypothesis (Ho)- the reverse of what the experimenter actually believes and is put
forward to allow the data to contradict it.
18. Alternative Hypothesis (Ha)- the hypothesis that the researcher wishes to support.
19. Level of Significance (α)- the probability of committing a Type I error
20. One- Tailed test of hypothesis- is a test where the alternative hypothesis specifies a one-
directional difference for the parameter of interest.
21. Two- Tailed test of hypothesis- a test where the alternative hypothesis does not specify
a directional difference for the parameter of interest.
22. Probability (P-Value)- also called the observed significance level of a statistical test,
and is the smallest value of α for which Ho can be rejected.
23. Test Statistic- a single number calculated from the sample data
24. Critical Value- a threshold to which the value of the test statistic in a simple is compared
to determine whether or not the null hypothesis is rejected.
25. Rejection Region- consists of values that support the alternative hypothesis and lead to
rejecting Ho.
26. Acceptance Region- consists of values that support the null hypothesis
27. Type I Error- the error of rejecting the null hypothesis when it is true.
28. Type II Error - the error of accepting the null hypothesis when it is false
Example: Dog IQ scores

Research question: Are dogs on cartoons smarter than `regular' dogs? In order to
investigate, we use Scooby Doo as a representative of dogs on cartoons and we
measure Scooby Doo's IQ (X = 123).
 Step 1: Define the populations and state the null and alternative hypotheses.
o Population 1: Dogs on cartoons (represented by Scooby).
o Population 2: Dogs not on cartoons.

 Step 2: Determine the comparison distribution.
o Population distribution of IQ among dogs not on cartoons is known to be
normal and has .
o Therefore, we can use the standard normal distribution (Z-score

distribution) as our comparison distribution.
 Step 3: Determine the cutoff sample score, also called the critical value,
associated with our probability cutoff (.05).
o ρ=.05 corresponds to a Z-score = 1.64; this is our critical score on the
comparison distribution.
 Recall the table of Z-score values from the previous module.
 The ρ=.05 is how we represent the top 5 percent of the comparison distribution
as a cutoff point.
 The Z-score associated with ρ=.05 at the higher end of the Standard Normal
Curve is 1.64.
 Another way of saying this is: the Z-score, 1.64, represents the cutoff point
between the lower 95% (or more
precisely 94.95%) and the top 5% of scores.
Critical Value
 In this example, we are saying 95% of the (dogs not on cartoons) population of
IQ scores are below this point.
o Population 2: dogs not on cartoons.
 Recall, we are testing whether or not dogs on cartoons (represented by Scooby
Doo) are significantly smarter than dogs not on cartoons.
 If we find Scooby's IQ is greater than our cutoff (if Scooby's Z-score is greater
than 1.64) then we have evidence he is significantly `smarter' than dogs not on
cartoons.
 Which is to say, evidence that he does not come from population 2, but instead
he represents a different population, namely population 1.
 Step 4: Determine your sample's score on the comparison distribution (i.e.,

compute your statistic).
 Calculated Z-score (Z-calc) = 1.53, which when we look in the Z-score table
corresponds to (.9370 or 93.70%).
 To find the value; look for 1.5 on the left and 0.03 on the top (of the table
linked below) which corresponds to a Z-score of 1.53
 Step 5: Compare and make a decision. To reject or not to reject? That is the
question!
 Compare our critical (crit) value to our calculated (calc) value (Z-scores or
values)
o
 Although a bit confusing, the second is the same as the first and is typically
used when reporting results (e.g., research articles).
o Both indicate that Scooby's IQ was not far enough from the mean of
population 2 to distinguish him as a member of population 1.
o Thus, we have no evidence for population 1 and the idea that dogs on
cartoons are smarter than dogs not on cartoons.
 Fail to reject the null hypothesis; we never say we
accept the null or alternative hypothesis.
NAME:
TEACHER:
DATE
WRITTEN WORK # ___
Direction: Write down the hypothesis for the test in each case below.
a. Does the proportion of people who support gun control differ between males and
females?
b. Is the average hours of sleep per night for college students less than 7?
S.Y. 2019-2020

ONE SAMPLE Z-TEST
(GRADE 11)
WEEK 8
APRIL 27-MAY 1, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:

One-Sample Z-Test
The students will be able to:
1. Define what is one-sample-z-test
2. Solve the z-value
3. Illustrate the critical value and z-value
4. Make a decision.
One-sample z-test is used to test whether the mean of a population is greater than, less
than, or not equal to a specific value. Because the standard normal distribution is used
to calculate critical values for the test, this test is often called the one-sample z-test. The
z-test assumes that the population standard deviation is known. One-sample z-test
assumes that the data are a simple random sample from a population of normally
distributed values that all have the same mean and variance (known). This assumption
implies that the data are continuous and their distribution is symmetric. The calculation
of the z-test proceeds as follows
x́−μ
z=
σ /√n
Where:
x́- mean
µ- claim value
σ -Standard deviation
n- the total number of participants or data
Follow the following steps:
Step 1: State the hypothesis and identify the claim

Step 2: Find level of significance
Step 3: Find critical value
Step 4: solve the z-value
Step 5: Decision Rule
Step 6: Make a conclusion
Example 1:
A researcher reports that the average salary of College Deans is more than
63,000 pesos. A sample of 35 college deans has a mean salary of 65,700
pesos at α=0.01, test the claim that the college deans earn more than 63,000
pesos a month. The standard deviation of population is 5,250 pesos
Note: we will use z-test, if the n is greater than 30
Given:
x́=65,700
µ=63,000
σ =5,250
n= 35 college deans
Solution:

H o : μ ≤63,000
H a : μ>63,000

α =0.01
Step 3: Find critical value (identify if it’s a one tailed or two tailed test)
Note: in this problem it is a one tailed test because we use the word
“More than”. Using the table look for the critical value, and are critical value is
2.326
Step 4: solve for z value
x́−μ
z=
σ /√n
´
65,700−63,000
z=
5,250/ √ 35
2,700
z=
887.41
z=3.04
Reject the null hypothesis
Step 6: Conclusion:
Since, we reject the null hypothesis, we can conclude that there is

enough evidence to support the claim that the monthly salary of College
deans is more than 63,000 pesos
NAME:
TEACHER:
DATE
WRITTEN WORK # ___

Direction: Solve the given problem.
1.The average baptismal cost include 50 guest. A random sample of 32 baptismal
during the past year in the NCR had a mean of 53 guests and a standard deviation of
10. Is there sufficient evidence at the 0.05 level of significance that the average number
of guest differs from the national average?
Given:
Solution:
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:

S.Y. 2019-2020

ONE SAMPLE T-TEST
(GRADE 11)
WEEK 9
MAY 4-8, 2020
MODULE
Name: _____________________________________________
Strand &Section: ____________________________________
Prepared By:


One Sample t-Test

The students will be able to:
1. Define what is t-test and one-sample-t-test
2. Solve the t-value
3. Illustrate the critical value and t-value
4. Make a decision.
A t-test is any hypothesis test in which the test statistics follows the t-distribution if the
null hypothesis is true.
One Sample t-test:

It is used to determine whether a hypothesized population mean differs significantly
from an observed sample mean.
x́−μ
t=
s/√n
Where:
x́- mean
µ- claim value
s- sample standard deviation
n- the total number of participants or data
Follow the following steps:
Step 1: Define null and alternative Hypothesis

Step 3:Calculate the degree of freedom
Step 4: solve the t-value
Step 6: Make a conclusion
Example 1:
In the population, the average IQ is 100. A team of scientist wants to test a new medication to see if it
has either a positive and negative effect on intelligence, or no effect at all. A sample of 30 participants
who have taken the medication has a mean of 140 with standard deviation of 20. Did the medication
affect intelligence? Alpha=0.05
x́=140
µ=100
s=20
n= 30
Solution:

H o : μ=100
H a : μ≠ 1 00

α =0.05
Step 3: Calculate the degree of freedom
n−1=30−1=29
Critical value of 2.045
Step 4: solve for z value
x́−μ
t=
s/√n
140−100
z=
20/ √ 30
40
z=
3.65
z=10.96

If the t is less than -2.0452 or greater than 2.0452, reject the null hypothesis
Step 6: Conclusion
Medication significantly affected intelligence, t=10.96, p<0.05
NAME:
TEACHER:
DATE
WRITTEN WORK # ___
Direction: Solve the given problem.
1. Your company wants to improve sales. Past sales data indicate that the average sale
was $100 per transaction. After training your sales force, recent sales data (taken from
a sample of 25 salesmen) indicates an average sale of $130, with a standard deviation
of $15. Did the training work? Test your hypothesis at 0.05alpha level.
Given:
Solution:
Step 1:
Step 2:
Step 3:
Step 4:
Step 5:
Step 6:

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Philippine Christian University

SENIOR HIGH SCHOOL DEPARTMENT

STATISTICS AND PROBABILITY

Bartican, Lyzza Mojica, Jerome Loiue

Colacado, Claire Molina, Eloise Wilma Jaime

Delgado, Ermingol Puna, Ginalyn

Properties of the Distribution of Sample Means

Population Mean Population Variance

Standard Deviation of Population

Sample Mean Sample Variance

Sampling Distribution of the Sample Mean

(Mean of Sample Variance):

Sampling Distribution of the Sample Variance

(Sample Standard Deviation): s= √ s2

(Mean of Sample Standard Deviation):

Sampling Distribution of the Sample Standard Deviation

WRITTEN WORK # ___