Lesson Title Time Frame Prepared by:

Hypothesis Formulation 45 minutes Alison A. Gutierrez

I. Objectives
At the end of the lesson the students should be able to:
1. Define hypothesis
2. Determine when to use the types of hypothesis
3. Differentiate null from alternative hypothesis
4. Differentiate directional from non-directional hypothesis
5. Formulate hypotheses for sample research problems
6. Formulate hypotheses for their own research projects

II. Contents

Topic References Materials

Different Types of David, Fely P. 2005. Understanding and Doing Laptop computer,
Sentence According Research: A Handbook for Beginners. Iloilo: projector, TV set,
to Structure Panorama Printing, Inc., Jaro City Name Tags, flags

Jackson, Sherri L. (2011). 3rd ed. Research

Methods and Statistics a Critical Thinking
Approach. United States: Wadsworth Cengage
Learning

III. Lesson Proper/Procedure

A. Learning Activities
Teacher’s Activity Student’s Activity

“Good Morning Class...” “Good afternoon, Sir!”

“Let us pray first...” (One Student will lead the Prayer)

(Checking of Attendance) (Students will tell who’s absent for

the day)

“So how’s your day? Is it good so far?” “It was great, Sir!”

“That’s good to know. So, are you to discuss our new “Yes sir!”
topic today?’

“Okay that’s good, so let’s begin this with a group “Yes sir!”
activity! Are you ready?
B. Motivation
Group Activity: Urban Pictionary
• The students will be divided into four groups. Each group will be given a color. The
colors will be drawn, and the group whose color is drawn will get to answer the first
mystery word in 10 seconds. If the members get the correct answer, they will be
awarded 5 points. If they don’t, then any group can guess the mystery word by
whichever group raises the flag first after the teacher gives the ‘go’ signal. If the
mystery word is guess correctly, they get the 5 points.

• Picture reading: Guess what concepts the figures/symbols and letters are trying to
convey.

Significant :

Association:

Relationship:

Difference:

Teacher Students

Discussion

“Very good, students! In what step of the (Students answer)

research process are those words you guessed
Teacher
most related to? (Research process shown on
the TV set)
You’re right! Good thinking! Having said that,
today you are going to learn about what a
hypothesis is, why and when it is needed, and
how to formulate it. Are you ready?
Now let us define what a hypothesis is. Can
somebody please read the definition for me?
Now you might ask, what’s the importance of
hypothesis in writing a research project?
When is it necessary to make such? Would
someone read the following for the class?
Have you ever wondered when to formulate
hypotheses when doing a research project?
So here are the conditions or premises upon
which you must consider formulating your
hypotheses. Can anyone read it for us?
“Thank you. So those are the reasons or
conditions when a hypothesis is required in a
research or capstone project.
Now, let me introduce you to the types of
hypotheses. A hypothesis could either be null
or alternative. Furthermore, a hypothesis can
Students
(Students answer)
(Student will volunteer to read the definition
of hypothesis)
(Students will volunteer to read the
importance of formulating hypotheses:
1. Helps the researcher in establishing
the framework with which to
approach the research problem
2. Serve as basis for determining
relevance of data and explanation on
the data gathered.
3. Helps or guides the researcher in
consolidating his findings and
formulating his conclusions)
Students; Yes, sir.
(Students will volunteer to read the
conditions or reasons when formulating
hypotheses is necessary:
1. When the research design is
experimental, whether pure or quasi-
experimental
2. When the research design is
descriptive taking on cross-sectional,
evaluative, correlational or
comparative nature of inquiry
3. To determine the ideal sample size
4. When inferential problems are posed
with the aims of correlating and
predicting variables and comparing
groups of data.
Teacher Students

also be one-tailed/directional, or two-

tailed/non-directional.”

Let’s take a look at an example of a research (Student will volunteer to read the objective
objective and its corresponding null and and the hypothesis)
alternative hypothesis. Would someone read
the objective and its hypotheses for me?”

Now, reading the null hypothesis, what do you
think makes the first hypothesis belonging to
the null form and why is the second
hypothesis in the alternative form?
(Student answers: Sir, the first hypothesis is
in null form because the hypotheses indicate
absence of difference. On the other hand, the
second hypothesis is in the alternative form
because it indicates presence of difference.)

“Very good. Well said. (Students answer)

So for emphasis, a null hypothesis is a
hypothesis indicating absence of correlation,
or even absence of difference, effect, or
interaction. On the other hand, a hypothesis
that indicated presence of correlation, or even
absence of difference, effect, or interaction is
called an alternative or a research hypothesis.
Did you get it?”

Good. Now, can somebody give me the null (Student will volunteer to read the objective
hypothesis and alternative hypothesis of the and give the null and alternative hypothesis
following objective? of the given objective)

“Nice answers! (The student will read the statistical problems

Now let’s talk about the second way of and the second type of classifying
classifying hypothesis. You can also use your hypotheses)
inferential problems or statistical problems as
guide in formulating hypotheses. This is
simpler than using the objective a basis, since
the inferential problems only need to be
converted into declarative statements to
become your hypothesis. Would someone
read the problems and the corresponding
hypotheses for the class?”

Now, after reading the problem and the
directional and the non-directional
hypotheses, what do you think makes the first
hypothesis belonging to the directional form
and why is the second hypothesis called non-
directional? Can someone in the class explain?
“Very good! Well said!
Did you get it?
Student: The directional hypothesis is so-
called because if it was trying to explain
relationship, it specifies whether the
independent variable moves in the same
direction as the dependent variable or
opposite to it; and if the problem is trying to
compare two groups, it indicates which is
significantly greater or lesser.
The non-directional hypothesis simply states
the presence or absence of relationship or
difference without any direction specified.
Teacher
Good. Now, can somebody give me the
directional and the non-directional hypotheses
of the following problem?
Analysis
“Nice. I am pleased with your participation.
Now let’s have a short activity before you take
the quiz.”
Let’s have one more objective and I will assign
each of your group the task of giving a specific
type of hypothesis for the given objective. Are
you ready?
Okay. Group 1: make a null hypothesis group
for the objective I will give. Using the same
objective, group 2 will have to formulate an
appropriate alternative hypothesis. For group
3, make a directional hypothesis, and group 4,
formulate the corresponding non-directional
hypothesis.
The objective is: to compare the intelligence
level (IQ) of students who attend after-school
academic programs with the IQ scores of
students in the general population who do not
attend such programs.
Very good!
Generalization
“Now, class, let’s remember that a hypothesis
is a tentative answer to a specific question
raised at the beginning of an investigation. It
can be null or alternative in form ,or it could
Students
(Student will volunteer to read the given
problem and give the corresponding
directional and the non-directional
hypotheses)
Yes Sir.
Group 1: There is no significant difference in
the IQ scores between children who attended
academic after-school program and those in
the general population./The IQ scores of
children who attended after-school academic
programs is not significantly different with
the IQ scores of the general population.
Group 2: There is a significant difference in
the IQ scores between children who attended
academic after-school program and those in
the general population. /The IQ scores of
children who attended after-school academic
programs is significantly different with the IQ
scores of the general population.
Group 3: The IQ scores of children who
attended academic after-school program is
higher than the IQ scores of those in the
general population (or v.v.)
Group 4: The IQ scores of children who
attended after-school academic programs is
significantly different with the IQ scores of
the general population.
(Students answer)
Teacher Students

also be one-tailed or two-tailed. Can you again

tell me the differences of the four?”

“And let us also remember the ideal

conditions when to use them.”

IV. Evaluation
Evaluation
Identification:
1. What do you call a tentative answer to the
research question raised at the beginning of
the investigation??
2. What type of hypothesis is that which states
that there is no significant relationship,
interaction, effect or difference?
3. What is that type of hypothesis which is also
known as research hypothesis?
4. What is the other term for one-tailed
hypothesis?
For questions five to seven, state whether the
following hypotheses are in the null or
alternative form:
5. There is a significant difference between
the proportion of healthcare providers who
are smoking and the proportion of those who
are not smoking.
6. There is no significant difference in the in
vivo hypoglycemic effect of guyabano
(Annona muricata) leaf extract at different
concentrations with those of the negative
and positive control preparations.
7. Longer study hours are associated
positively with better academic
performance
For 8 through 10, state whether the
hypothesis statement is directional/one-tailed,
or non-directional/two-tailed:
8. Lower socio-economic status correlates
negatively with incidence of teen
pregnancy.
9. There is no significant difference in the
antimitotic effect of cabbage (Brassica
oleracea var. capitata) leaf extract at
different concentrations on the growth of
onion leeks and with the positive and
negative control.
10. The quality of water in terms of presence
of mineral salts using the commercially
available water purifier and the prototype
straw water purifier is the same.
Teacher Students

V. Assignment

In a ½ sheet of pad paper formulate the appropriate hypothesis for the inferential problems in
your research project. Submit it next meeting before the start of the class session where a
recap on hypothesis formulation will be the first topic.