2019 SUMMER IN-SERVICE TRAINING (INSET)

FOR SENIOR HIGH SCHOOL TEACHERS

Ensuring SHS Learners’ Preparation for the Four Exits of the K to 12 Curriculum

TEACHING GUIDE IN STATISTICS AND PROBABILITY

Second Semester, S.Y. 2019-2020

TOPIC / LESSON NAME Paired (Dependent) Samples T-test

The learner …
1. illustrates:
(a) null hypothesis
(b) alternative hypothesis
(c) level of significance
(d) rejection region; and
(e) types of errors in hypothesis testing.
LEARNING COMPETENCIES 2. computes for the test-statistic value
(population mean) for paired samples t-test.
3. draws conclusion about the population
mean based on the test-statistic value and the
rejection region for paired samples t-test.
4. solves problems involving test of hypothesis
on the population mean for paired samples t-
test.
TIME ALLOTMENT 2-3 hours
PROCEDURE
INTRODUCTION
The teacher will engage the students by asking the following questions with pictures:

1. Do you love food? Can you resist the temptation of eating more?
2. Do you exercise? If yes, how often?
3. What have you observed in your body after regular exercise?
4. How about taking slimming pills? Have you tried this to lose weight?

Then the teacher will show a picture of brand X weight loss pill
with all its information.

The teacher will solicit information or reaction from the students

about the claim of the product that is shown on its packaging Brand X
and how to test the claim of the manufacturing company.
MOTIVATION
Show to the students the rate of 10 people of their hunger before and after taking the
anti-hunger weight loss pill. Does the pill do anything? Use 0.05 level of significance.

Person Before After

1 9 7
2 10 6
3 7 5
4 5 4
5 7 4
6 5 6
7 9 7
8 6 5
9 8 5
10 7 7

Before: Mean= 7.30; Standard deviation= 1.70294

After: Mean= 5.60; Standard deviation= 1.17379

Allow students to analyse then decide whether the computed means and standard
deviations are enough basis to conclude that there is truth on the claim of the
company.

INSTRUCTION/DELIVERY
The teacher will provide a step-by-step process on hypothesis testing using paired
samples t-test by using the data given from the activity.
First, the teacher will reintroduce the different steps in hypothesis testing of difference.

Steps in Hypothesis Testing of Difference

i. Determine the variable of interest X, State the null hypothesis (𝐻0 ) and alternative
hypothesis (𝐻𝑎 ) in words and in symbols.
ii. Choose the level of significance 𝛼 (usually 0.05 or 0.01)
iii. Determine the following:
a. Type of test: (i) non-directional; two-tailed test (≠),
(ii) directional; one-tailed left test (<), or one-tailed right test (>)
b. Degrees of Freedom: For t-test (paired samples): df = n – 1
c. Critical value
iv. Statistical tool (Test Statistic) and Computation
̅
𝐷
For Paired Samples t-test: 𝑡 = 𝑆𝐷 df = n – 1
⁄
√𝑛
Note: 𝐷
̅ = mean of the difference of before and after
𝑆𝐷 = standard deviation
𝑛 = sample size
df= degrees of freedom
v. State the Decision
Decision rule: Reject 𝐻0 , if the |𝐶𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒| ≥ |𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒|, otherwise, do not
reject 𝐻0 . For p-value: 𝑝 − 𝑣𝑎𝑙𝑢𝑒 ≤ 𝛼
vi. State the Conclusion
Second, the teacher will use the given data before and after taking anti-hunger weight
loss pill. He/she will have a detailed discussion on how to complete the table, provide
computation, decision and conclusion.

Reintroduce: Show to the students the rate of 10 people of their hunger before and
after taking the anti-hunger weight loss pill. Does the pill do anything? Use 0.05 level of
significance.

i. Ho: 𝜇𝑏𝑒𝑓𝑜𝑟𝑒 = 𝜇𝑎𝑓𝑡𝑒𝑟 *Use " = " for the null hypothesis
Ha: 𝜇𝑏𝑒𝑓𝑜𝑟𝑒 ≠ 𝜇𝑎𝑓𝑡𝑒𝑟 *Use " ≠ " for the alternative hypothesis
ii. ∝= 0.05 *Given from the problem
iii. Two-tailed test (≠) *Refer to your alternative hypothesis
df= n-1=10-1= 9 * n= sample size
Critical Value= 2.262

*Use the t-table to find for the critical value

iv. Test-Statistic: Paired Samples t-test *Explain to the students why this test.

Person Before After Before – After (D) 𝐃𝟐

1 9 7 2 4
2 10 6 4 16
3 7 5 2 4
4 5 4 1 1
5 7 4 3 9
6 5 6 -1 1
7 9 7 2 4
8 6 5 1 1
9 8 5 3 9
10 7 7 0 0
∑ D= 17 ∑ D2 = 49

Compute the following:

Mean of the difference of before and after:

∑ D 17
̅=
𝐷 = = 1.7
𝑛 10
Standard Deviation of the Difference:

2 (∑ 𝐷)2 (17)2
√∑ 𝐷 − 𝑛 =√ 49 − 10 ≈ 1.49
𝑆𝐷 =
𝑛−1 10 − 1

t-value:
̅
𝐷 1.7
𝑡= = ≈ 3.61
𝑆𝐷 1.49⁄
⁄ √10
√𝑛
 v. Decision
Reject Ho if |𝐶𝑜𝑚𝑝𝑢𝑡𝑒𝑑 𝑣𝑎𝑙𝑢𝑒| ≥ |𝐶𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑣𝑎𝑙𝑢𝑒|
|3.61| ≥ |2.262|
3.61 ≥ 2.262 *True. Therefore, Reject Ho since 3.61 ≥ 2.262

vi. Conclusion
The anti-hunger weight loss pill significantly affected hunger.

PRACTICE
The teacher will group the students with 4 members and provide an activity to check
their mastery of the lesson. Select 2 groups in random to share their work to the class.

Situation: The marks for a group of students before (pre) and after (post) a teaching
intervention are recorded below.

Student Before Mark After Mark

1 18 22
2 21 25
3 16 17
4 22 24
5 19 16
6 24 29
7 23 19
8 18 20
9 16 15
10 19 26
11 18 18
12 15 19

Is there a difference in marks following a teaching intervention? Use 0.05 level of

significance.

Give time for the students to work collaboratively. Check also groups having problems
dealing with their work.
ENRICHMENT
Collaborate with the clinic and the PE Teacher to provide a fitness program to selected
students (probably less than 30 only) in every section you handle. The fitness program
will be done for 5 consecutive days (Mon-Fri) to help students maintain a healthy living
and be able to apply the concepts learned in PE and Statistics and Probability. Students
purposively selected will follow the fitness routine to ensure the program is effective or
not. They will be recording their weight (kgs) before, during, and after the fitness
program with the assistance of the school nurse. Applying Paired-Samples t-test students
must know if the program given to them by their PE teacher is effective or not.
EVALUATION
Instruction: Read the problem and provide the requirements.

Situation: In an experiment to compare anxiety levels induced between looking at real

spiders and pictures of spiders, the following data was collected from 12 people with a
fear of spiders (arachnophobia):
 Anxiety Score
Participant
Picture Real
1 30 40
2 35 35
3 45 50
4 40 55
5 50 65
6 35 55
7 55 50
8 25 35
9 30 30
10 45 50
11 40 60
12 50 39

Is exposing to real spiders increase anxiety level? Use 0.05 level of significance.

Prepared by:

GROUP 2 (TEAM-PAIRED GLASS)

PAUL MELCAR C. PAGLOMUTAN
Kabankalan Catholic College- Kabankalan City, Negros Occidental

EDJIE P. DELGADO
St. Joseph School- Hijas, De Jesus, Inc., Guimaras

LOWELLA C. BARSABAL
Maramatha Christian College- Bacolod City

LEOPOLDO I. MAGBANUA
Assumption School Passi City, Iloilo, Inc., Passi City, Iloilo

MYCHO C. GELLANGCANAO
Ibajay Academy, Inc., Ibajay, Aklan

JOHN E. TIANCHON
Colegio de la Purisima Conception, Arnaldo Blvd. Campus, Roxas City, Capiz

CYNRE MAE G. BALCITA

Silay Institute Inc., Silay City, Negros Occidental