Hypothesis test for a binomial proportionAQA A-Level Maths: Revision notes
Section 1
Setting up the test
A test uses a sample to make an inference about the population: the value of for all trials. Follow the same steps each time.
- Define in words and write and .
- State the distribution of the test statistic under , such as .
- Use either the -value or a critical region at the stated significance level.
- Make a decision about , then state the conclusion in context. The significance level is the probability of incorrectly rejecting (rejecting it when it is true).
Using the sample proportion as in the distribution. Always use the value of in .
Section 2
The -value method
Calculate the probability, under , of a result at least as extreme as the observed value in the direction of .
- : -value .
- : -value . Compare with the significance level. If -value , reject . Example: historically 25% of buses are late. In 12 journeys 1 is late. , . -value , so do not reject : there is insufficient evidence that the proportion of late buses has decreased.
Write the probability you are calculating, for example , before using the calculator.
Section 3
The critical region method
Find the critical region for the significance level first, then see whether the observed value lies in it. Example: , , , 5% level. but , so the critical region is . An observed value of 17 is not in it, so is not rejected. The actual significance level here is , which is lower than because is discrete.
Section 4
Two-tailed tests
When , split the significance level equally between the two tails. At the 5% level, compare the relevant tail probability with . Example: a coin gives 9 heads in 10 tosses. , . , so reject : there is sufficient evidence that the coin is biased. Use the tail in the direction of the observed result: the lower tail if is below the expected value , and the upper tail if it is above.
Comparing a one-tail probability with the full 5% in a two-tailed test. Compare it with .
Section 5
Interpreting the result
The conclusion has two parts: the decision about , then a sentence in context. Use cautious wording.
- Reject : "There is sufficient evidence, at the 5% level, that the proportion of defective items is higher than 8%."
- Do not reject : "There is insufficient evidence that the cure rate is higher." This does not prove true. The result can depend on the significance level: a -value of rejects at 5% but not at 1%. Because a sample is used, the test can reach the wrong decision. The probability of incorrectly rejecting is the significance level. A larger sample gives a more reliable estimate of .
Writing "the claim is true" or "the advert works" as the conclusion. A test gives evidence, not proof.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Hypothesis test for a binomial proportion
- A bus company knows that, historically, 25% of its buses arrive late. After the timetable is changed, a manager records a random sample of 12 journeys and finds that exactly 1 bus is late. She wants to test, at the 5% significance level, whether the proportion of late buses has decreased. Let be the number of late buses in a sample of 12.Describe what it would mean, in context, to reject incorrectly, and state the significance level of this test (the greatest probability of this happening).2 marks
- Ali suspects that a coin is biased. He tosses it 10 times and gets 9 heads. He tests, at the 5% significance level, whether the probability of heads is different from . Let be the number of heads in 10 tosses.State the conclusion of Ali's test in context.2 marks
- A factory knows that 8% of the items from its usual supplier are defective. It tries a new supplier and the quality manager suspects that the proportion of defective items will be higher. A random sample of 30 items from the new supplier contains 6 defective items. Let be the number of defective items in a sample of 30, and let be the probability that an item from the new supplier is defective.Write down suitable hypotheses and find the -value for the sample result.3 marks
Written by the Exaim team, led by Shaun Daswani (Head of Upper Secondary, Improve ME Institute; MSc Financial Mathematics, Imperial College London; BSc, UCL) and Jason Daswani (operational lead, Improve ME Institute; LSE).