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Statistics and Probability

Activity Sheets
Quarter 4 – MELC 1
Illustrating Null Hypothesis, Alternative
Hypothesis, Level of Significance, Rejection
Region, and Types of Error in Hypothesis Testing

REGION VI – WESTERN VISAYAS

Statistics and Probability – Grade 11
Activity Sheet No. 1
First Edition, 2021

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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.

This Learning Activity Sheet is developed by DepEd Region 6 – Western

Visayas.
ALL RIGHTS RESERVED. No part of this learning resource may be
reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Statistics and Probability Activity Sheet

Writer: Juliet B. Calinao

Illustrator: Juliet B. Calinao

Layout Artists: Juliet B. Calinao and Rutchel J. Ngipen

Schools Division Quality Assurance Team:

Ligaya H. Montelijao, EPS-Mathematics
Leila G. Valencia, EPS-LR
Jezereel Grace G. Tiron
Bernie P. Alcedo
Division of Iloilo City Management Team:
Ma. Luz M. De los Reyes, PhD, CESO V, SDS
Lilibeth T. Estoque, EdD, CESO VI, ASDS
Arlo L. Villalva, CID Chief
Jerry M. Lego, EdD, SGOD Chief
Leila G. Valencia, EPS-LR
Ligaya H. Montelijao, EPS-Mathematics
Regional Management Team
Ramir B. Uytico, EdD, CESO IV
Pedro T. Escobarte, Jr., PhD, CESO V
Elena P. Gonzaga, EdD
Donald T. Genine,
Adonis A. Mosquera

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Introductory Message
Welcome to Statistics and Probability for Senior High School!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Iloilo City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible
adults) in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Statistics and Probability for Senior High School will help you
facilitate the teaching-learning activities specified in each Most Essential Learning
Competency (MELC) with minimal or no face-to-face encounter between you and
learner. This will be made available to the learners with the references/links to ease
the independent learning.

For the learner:

The Statistics and Probability for Senior High School is developed to help
you continue learning even if you are not in school. This learning material provides
you with meaningful and engaging activities for independent learning. Being an
active learner, carefully read and understand the instructions then perform the
activities and answer the assessments. This will be returned to your facilitator on the
agreed schedule.

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 Quarter 4, Week 1

Learning Activity Sheets (LAS) No. 1

Name of Learner: ___________________ Grade and Section: _________________

Date: _____________________________

STATISTICS AND PROBABILITY ACTIVITY SHEET

Illustrating Null Hypothesis, Alternative Hypothesis, Level of Significance,
Rejection Region and Types of Error in Hypothesis Testing

I. Learning Competency with Code

Illustrates: (a) null hypothesis; (b) alternative hypothesis; (c) level of
significance; (d) rejection region; and (e) types of errors in hypothesis testing
(M11/12SP-IVa-1)

II. Background Information for Learners

In life, there are times when we have to make decisions. We based our
decisions on information and evidence that we have gathered. In Statistics, we
also undergo decision-making especially concerning the population of interest.
In order to arrive at the correct conclusion, one should have an idea about
Hypothesis Testing.
Hypothesis Testing is a process wherein we make decisions in evaluating
claims about the population based on the characteristics of a sample taken from
the same population. In Hypothesis Testing, we first come up with a hypothesis
and later on, we decide whether to reject or do not reject the said hypothesis.

Null and Alternative Hypothesis

The Null Hypothesis (in symbols, Ho) is a statement about the population
which states that there is no significant difference, change or relationship
between or among the variables. We use the equal sign (=) to denote that no
difference existed in the actual value of the parameter considered.
Example: Ho: The average number of students in a class is 40.
In symbols, Ho: 𝝁 = 𝟒𝟎

The Alternative Hypothesis (in symbols, Ha) is a statement about the

population which states that there is a significant difference, change or
relationship between or among the variables. The alternative hypothesis
contradicts the null hypothesis by saying that the actual value of the parameter
is not equal, less than, or greater to the value stated in the null hypothesis.
The alternative hypothesis determines whether the hypothesis testing that
will be conducted is one-tailed (directional) or two tailed (non-directional).

One-tailed test Use of > greater than, above, at least

Use of < less than, below, at most
Two-tailed test Use of ≠ not equal, different from, not the same as

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Example:
One-tailed Ha:
Ha: The average number of students in a class is greater than 40.
In symbols, Ha: 𝝁 > 𝟒𝟎
Ha: The average number of students in a class is less than 40.
In symbols, Ha: 𝝁 < 𝟒𝟎
Two-tailed Ha:
Ha: The average number of students in a class is not 40.
In symbols, Ha: 𝝁 ≠ 𝟒𝟎

Example: Determine if the statement is a null or alternative hypothesis. Write it

in mathematical symbol.
“The average daily additional case of Covid 19 is less than 7 in a certain city”.

Answer: This is an alternative hypothesis. We will use the one-tailed test since
it is directional (less than). In mathematical symbols, Ha: 𝜇 < 7

Level of Significance
The level of significance (in symbols, 𝛼, read as alpha) refers to the
probability of rejecting a true null hypothesis. The value can range from 0 to 1
or 0% to 100%.
The usual significance level in research or social science research is 5%
(𝛼 = 0.05). It means that there is a 5% chance of rejecting a true null hypothesis
and we are 95% confident that the result is true.
In health and other applied sciences, 1% significance level (𝛼 = 0.01) is
used and sometimes (𝛼 = 0.001).
If the alternative hypothesis requires the two-tailed test (≠), the alpha is
divided by 2 later in determining the critical region.
Alpha One-tailed Two-tailed
0.1% 𝛼 = 0.001 𝛼
= 0.0005
2
1% 𝛼 = 0.01 𝛼
= 0.005
2
5% 𝛼 = 0.05 𝛼
= 0.025
2
10% 𝛼 = 0.1 𝛼
= 0.05
2

Rejection Region
The rejection region or also know as the critical region is the range of
values that corresponds to the region where the null hypothesis is rejected. The
critical values is/are the numbers that determine the rejection region. If the
value of the test statistic falls within the rejection region, the null hypothesis is

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rejected. If the test statistic falls outside the rejection region (acceptance
region), then the null hypothesis is not rejected (accepted).
Critical Values using Z-scores
Level of Test Types
Significance
One-tailed
𝜶 Two-tailed
Left-tailed Right-tailed
0.05 −1.645 or 1.645 ±1.96

0.01 −2.33 or 2.33 ±2.58

0.001 −3.09 or 3.09 ±3.30

Laput and Aguilar (2020)

Example: A labor union president claims that the mean age of the employees
in a certain company is 38 with a standard deviation of 6. A random sample of
30 employees from the same company has a mean age of 36 and standard
deviation of 5. Test at 5% significance level that the mean age of the employees
is not 38.
a. What is the null hypothesis? 𝝁 = 𝟑𝟖
b. What is the alternative hypothesis? 𝝁 ≠ 𝟑𝟖
c. Is the test to be used one-tailed or two-tailed? Two-tailed
d. What is the significance level? 𝜶 = 𝟓%
e. What is the appropriate value of the alpha to be used in determining the
𝜶
critical region? = 𝟎. 𝟎𝟐𝟓
𝟐
f. What is/are the corresponding critical values? 𝑧 = ±𝟏. 𝟗𝟔
g. Illustrate the rejection region/critical region.

𝛼 𝛼
= 0.025 = 0.025
2 2

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 Types of Error
In hypothesis testing, we make decisions about the null hypothesis. There
are risks when we make decisions. When we conduct a hypothesis test, there
are four possible outcomes.
True Status of Ho Null Hypothesis is Null Hypothesis is
Decision TRUE FALSE
Type I Error Correct Decision
Reject Ho
(False Positive) (True Positive)
Do not Reject (Accept Correct Decision Type II Error
Ho) (True Negative) (False Negative)

Type I error happens when we reject a true null hypothesis. The probability
of committing this error is known as the alpha risk or the level of significance
(𝛼).
Type II error happens when we accept a false null hypothesis. The
probability of committing this error is denoted by (𝛽) or also known as the power
of the test.

Examples: Determine the type of error committed in the following situations.

1. The vaccine is not effective, but it is approved for use and distribution for
vaccination. Answer: Type II error
2. A man who was framed up for murder is sentenced with lifetime
imprisonment. Answer: Type I error

III. Accompanying DepEd Textbook and Education Sites

De Guzman, D. (2017). Statistics and Probability. C & E Publishing Inc.,
Quezon City.
Belecina, R. R. et.al. (2016). Statistics and Probability. First Edition. Rex Book
Store, Inc.
Laput, F. D. & Aguilar, K. J. L. (2020). Statistics and Probability. Quarter 4 –
Module 1: Test of Hypothesis. Alternative Delivery Mode. Department of
Education.

IV. Activity Proper

General Directions: In answering the exercises in the Learning Activity Sheet
(LAS), please be reminded not to write anything here. All answers must be
written in a separate sheet of paper. Read each problem carefully and answer
it systematically. If a solution is required, encircle your final answer.

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Exercise 1: Read each statement carefully. On the 2nd column, determine
whether the following statements describe a null hypothesis (Ho) or alternative
hypothesis (Ha). On the 3rd column, leave blank if your answer in the 2nd column
is the null hypothesis and if it is the alternative hypothesis, identify if it is one-
tailed or two-tailed test. On the 4th column, write in mathematical symbols the
given statement.

Null or One-tailed
Mathematical
Statement Alternative or Two-
Symbols
Hypothesis tailed Test
1.The number of books in the
library is above 1000.
2. 90% of the Covid 19 patients
have mild symptoms.
3. The phone’s average battery life
is not 12 hours.
4. All 35 students volunteered for
the club’s outreach program.
5. There is no significant difference
in my mean daily allowance before
and during the pandemic which is
50 pesos.

Guide Questions:
a. What makes you decide whether to identify the statement as null or
alternative hypothesis?
b. How did you determine whether the test to be used is one-tailed or two-
tailed?

Exercise 2: Analyze the following situation. Determine the significance level

and determine critical values.

According to a guidance counselor, an average student spent less than 7

hours each day for school works. A sample of 100 students in a certain school
reveals that the mean hours spent of the students is 6.5 hours with a standard
deviation of 0.8. Determine whether the claim of the guidance counselor is
correct with 95% confidence interval.

a. What is the null hypothesis?

b. What is the alternative hypothesis?
c. Is the test to be used one-tailed or two-tailed?
d. What is the significance level?
e. What is the appropriate value of the alpha to be used in determining the
critical region?
f. What is/are the corresponding critical values?
g. Illustrate the rejection region/critical region.

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 Exercise 3: Determine the type of error committed in the following situations.
a. A politician who steals some government funds for his own benefit is
absolved of his crime.
b. The village people believed the boy when he cried that there is a wolf in
the farm, so they come to his rescue when the truth is there is no wolf.
c. There is no fire, but the fire alarm rings because some students are
playing with the alarm.
d. A student is cheating during the exam to get high grades but is praised
for being smart.
e. You think that it is not yet the deadline of your requirements in school, but
the reality is, it is already the deadline.

V. Reflection

Is there an instance in your life wherein you made a wrong decision?

What is it? What did you do to correct it?
___________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

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Exercise 3
a. Type II
b. Type I
c. Type I
d. Type II
e. Type I
Exercise 2
a. 𝜇 = 7
a. 𝜇 < 7
b. one-tailed
c. 𝛼 = 5%
d. 𝛼 = 0.05
e. 𝑧 = −1.645
f.
Exercise 1:
Null or One-tailed or
Mathematical
Statement Alternative Two-tailed
Symbols
Hypothesis Test
1.The number of books in the library is Alternative One-tailed 𝜇 > 1000
above 1000.
2. 90% of the Covid 19 patients have mild Null 𝜇 = 90
symptoms.
3. The phone’s average battery life is not Alternative Two-tailed 𝜇 ≠ 12
12 hours.
4. All 35 students volunteered for the Null 𝜇 = 35
club’s outreach program
5. There is no significant difference in my Null 𝜇 = 50
daily allowance before and during the
pandemic which is 50 pesos.
Answer Key: