LEARNING ACTIVITY SHEET NO.

3 Q4- W3

Identifying the Appropriate Rejection Region for a

Given Level of Significance

Name of Student:

Learning Area-Grade Level: STATISTICS AND PROBABILITY GRADE 11 (SHS)

Date:
Statistics and Probability – SHS
Quarter 4 - Week 3, LAS NO. 3
IDENTIFYING THE APPROPRIATE REJECTION REGION FOR A GIVEN LEVEL
OF SIGNIFICANCE
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Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Ronelo Al Firmo
Schools Division Superintendent: Nene R. Merioles

DEVELOPMENT TEAM OF THE LEARNING ACTIVITY SHEET

Writer:

JOVELYN E. HERATO
Teacher II – SHS/San Jacinto NHS
Reviewers:

EDITH M. GULMATICO HENRY L. MACABUHAY

Head Teacher III / Mathematics Department Head Assistant Principal II

Noted:

MARIVIC C. CONSTANTINO
Principal I

Recommending Approval:

LINDA B. GUTIERREZ
Public Schools District Supervisor

Approved:

IMELDA E. REJUSO
EPS- I Mathematics

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 I. INTRODUCTORY CONCEPT

You have learned in the previous Learning Activity Sheet (LAS) on how to
formulate the null and alternative hypotheses on a population mean as well as identifying
the appropriate form of statistic. The decision that we made depends on the computed test
statistic. This procedure is often called the critical region (or rejection region) approach, as
one would need to determine beforehand the critical region, and then, which values of the
test statistic would result in the rejection of the null hypothesis.
This lesson is a continuation on the steps in hypothesis testing. You will learn
when to use the different test statistics and the possible position of the rejection region. It
will be easy because you have learned some illustration and description of these terms.
Have fun dear learners!.

II. LEARNING SKILLS FROM THE MELCs

After accomplishing this LAS, the student will be able to:

1. Identify 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; and
c. The central Limit Theorem is used. (M11/12SP-IVc-1)

the
III. DISCUSSION
A

What’s in? Here we go!

After the test statistic is computed, the critical region is set. The set of all possible
values of the test statistic could range from negative infinity to positive infinity. This will
be divided into two regions. One region will be set as the acceptance region and the other
one is the rejection or critical region. The division of these two regions will be based on the
alternative hypothesis.
In constructing the rejection region, it is important to correctly formulate the
alternative hypothesis. Recall that there are three possible symbols to be used in the
formulation of the alternative hypothesis, namely, >,<,≠. Each of this will have a
corresponding critical region.
REJECTION REGION WHEN THE POPULATION VARIANCE IS ASSUMED TO BE
KNOWN
Below is the summary of the possible alternative hypothesis and its corresponding
critical region for testing population mean when the population variance is assumed to
be known.
Alternative Hypothesis Critical Region/s
𝜇<𝜇0 𝑧<−𝑧𝛼
𝜇>𝜇0 𝑧>𝑧𝛼
𝜇≠𝜇0 𝑧<−𝑧𝛼⁄2 or 𝑧>𝑧𝛼⁄2
Where 𝜇 is the population mean, 𝜇0 is the possible value of the population mean, 𝑧
is the value of test statistic and −𝑧𝛼, 𝑧𝛼,−z 𝛼⁄2 and z𝛼⁄2are the critical values.
Let us determine the given, formulate the null and alternative hypothesis, compute
the test statistic and construct the acceptance and critical regions of examples.

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Example 1. A manufacturer of ethyl alcohol has developed a new packaging design. He
claims that the new packaging design has an average reduction of production expenses of
Php 5.00 per bottle with a standard deviation of Php 2.00. A manager of one of their
satellite production branch claims that the 200 samples of this new packaging design has
an average reduction of production expenses of Php 3.00. Test the difference of the
population and sample means at 0.05 level of significance.
Solution:
Given: 𝑥̅=3, 𝜇0=5, 𝜎=2, 𝑛=200 𝛼=0.05
Null and alternative hypotheses
𝐻0: The average reduction of production expenses of the new packaging design of
ethyl alcohol is Php 5.00. 𝐻0: 𝜇=5
𝐻1: The average reduction of production expenses of the new packaging design of
ethyl alcohol is less than Php 5.00. 𝐻1: 𝜇<5
Note: we use less than because the sample mean 3 is less than 5 which is the
possible value of the population mean.
x̅−μ0 3−5
Test statistic: 𝒛= )(√𝒏) =
2
(√𝟐𝟎𝟎)= −𝟏𝟒.𝟏𝟒
(σx̅)
Critical region
Since < is use in 𝐻1, 𝑧<−𝑧𝛼 will be used. Now using the z-table, the value of −𝑧𝛼 is
−𝑧𝛼=−𝑧0.05=−1.645
Now, we construct the critical and acceptance regions.

Example 2.
Given: 𝑥̅=4, 𝜇0=10, 𝜎=3, 𝑛=50 𝛼=10%=0.10
Solution:
Null and alternative hypotheses
𝐻0: The average profit increase of the new face mask design is 10%. 𝐻0: 𝜇=10
𝐻1: The average profit increase of the new face mask design is not 10%. 𝐻1: 𝜇≠10
Note: we use not equal because it was indicated to test the hypothesis that
the new face mask design average profit increase is not 10%.
4−10 0.10
Test Statistic: 𝒛=( )(√𝟓𝟎)=−𝟏𝟒.𝟏𝟒 and𝛼⁄2= =0.05
(3) 2

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Critical region
Since ≠ is use in 𝐻1, 𝑧<−𝑧𝛼⁄2 or 𝑧>𝑧𝛼⁄2 will be used. Now using the z-table, the
values of −𝑧𝛼⁄2 and 𝑧𝛼⁄2 are the following:
−𝑧𝛼⁄2=−𝑧0.05=−1.645 or 𝑧𝛼⁄2=𝑧0.05=1.645
Now, we construct the critical and acceptance regions.

THE REJECTION REGION WHEN THE POPULATION VARIANCE IS ASSUMED TO BE

UNKNOWN
In this case, the student t-distribution table will be used in determining the critical
value/s. This will be used when the sample size is less than 30. When the sample size is
greater than 30 and the variance is unknown, the Central Limit Theorem will be used.
Alternative Hypothesis Critical Region/s
𝜇<𝜇0 𝑡<−𝑡𝛼,𝑣
𝜇>𝜇0 𝑡>𝑡𝛼,𝑣
𝜇≠𝜇0 𝑡<−𝑡𝛼⁄2,𝑣 or 𝑡>𝑡𝛼⁄2,𝑣
Where 𝜇 is the population mean, 𝜇0 is the possible value of the population mean, t
is the value of test statistic, −𝑡𝛼,𝑣, 𝑡𝛼,𝑣,−𝑡𝛼⁄2,𝑣 and 𝑡𝛼⁄2,𝑣 are the critical values and 𝑣 is
the degrees of freedom.
Example 3. The mean number of hours of student to finish answering the Statistics
Module is 5 hours. A random sample of 15 students was asked and found that their mean
number of hours to finish answering the Statistics module is 6 hours with a standard
deviation of 2 hours. Test the hypothesis at 5% level of significance.
Solution:
Given: 𝑥̅=6 , 𝜇0=5, 𝑠=2, 𝑛=15, 𝑣=𝑑𝑓=15−1=14 and 𝛼=0.05
Null and alternative hypotheses
𝐻0: The mean number of hours of students to finish answering the Statistics
module is 5 hours. 𝐻0: 𝜇=5
𝐻1: The mean number of hours of students to finish answering the Statistics
module is greater than 5 hours. 𝐻1: 𝜇>5

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 x̅−μ0 6−5
Test Statistic: 𝒕=( )(√𝒏)=( )(√𝟏𝟓)=𝟏.𝟗𝟒
𝑠 2
Critical region
Since > is use in 𝐻1, 𝑡>𝑡𝛼, will be used. Now using the student t-distribution table,
the value of 𝑡𝛼, is 𝑡𝛼,𝑣=𝑡0.05,14=1.761
Now, we construct the critical and acceptance regions.

REJECTION REGION USING CENTRAL LIMIT THEOREM

This case happened when the population is not normally distributed or
approximately normally distributed and the sample size is 30 or more.
Example 4. San Miguel Corporation gives a monthly benefit to their employees during the
COVID19 pandemic. They claimed that the average monthly benefit of their employees is
at least Php 5, 000.00. A random sample of 35 employees were taken as samples to verify
the said claim and found that their average monthly benefit is Php 6, 000.00 with a
standard deviation of Php 600.00. Is the company’s claim correct at 0.05 level of
significance? Assume that the population is approximately normally distributed.
Solution: Given: 𝑛=35 , 𝜇0=5,000, 𝑥̅=6,000 , 𝑠=600 𝛼=0.05
Null and alternative hypotheses
𝐻0: The average monthly benefit of San Miguel Corporation employees is
Php5.000.00. 𝐻0: 𝜇=5000
𝐻1: The average monthly benefit of San Miguel Corporation employees is greater
than Php5.000.00. 𝐻1: 𝜇>5000
According to Central Limit Theorem, 𝜎𝑥̅=𝜎√𝑛≈𝑠√𝑛=600√35=101.42
x̅−μ0 6,000−5,000
Test Statistic: 𝒛=( (σx̅) )(√𝒏))=( (101.42) )(√𝟑𝟓)=𝟓𝟖.𝟑𝟑.
Critical region/s: 𝑧>𝑧0.05 𝑧0.05=1.645

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 Hi there! I think you have gained an understanding in the discussion of concepts about
identifying appropriate rejection regions for a given level of significance. Let see if you can
try this practice exercises.

PRACTICE TASK 1

Determine the given, formulate the null and alternative hypothesis, compute the test
statistic and construct the acceptance and critical regions of the given problems below.
1. A jeepney driver claims that his average monthly income is Php 3000.00 with a
standard deviation of Php 300.00. A sample of 30 jeepney drivers were surveyed and
found that their average monthly income is Php 3500.00 with a standard deviation of
Php 350.00. Test the hypothesis at 1% level of significance.
2. A mathematics teacher in senior high school developed a problem-solving test to
randomly selected 40 grade 11 students. These students had an average score of 85
and a standard deviation of 5. If the population had a mean score of 90 and a standard
deviation of 3, use 5% level of significance to test the hypothesis.
3.A kinder teacher developed a coloring worksheet for her pupils. Using this worksheet,
the pupil’s performance has a mean score of 90 and a standard deviation of 10. Fifty
kinder pupils from a certain barangay were asked to answer the said worksheet and
found that their mean score was 95 with a standard deviation of 5. Test the hypothesis
at 1% significance level.
You have done great! Congratulations!

ANSWER KEY

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