Language of hypothesis testingEdexcel A-Level Maths: Revision notes
Section 1
Hypotheses
A hypothesis test uses data from a sample to decide whether a claim about a population is believable.
- The null hypothesis, , is the claim assumed true at the start, written as .
- The alternative hypothesis, , is what we suspect instead: , or . Hypotheses are always written in terms of the population parameter (the probability of success, or proportion in the population), never in terms of the sample statistic . Example: a coin is suspected of being biased towards heads: , .
Writing or . Hypotheses are about the parameter .
Section 2
Test statistic and significance level
The test statistic is the value calculated from the sample, here the number of successes . If is true, , and we ask how likely a result like the one observed would be. The significance level is chosen in advance, commonly 5% or 1%. It is the probability of incorrectly rejecting when is actually true. A smaller significance level demands stronger evidence before is rejected.
Section 3
One-tailed and two-tailed tests
- A one-tailed test has in one direction ( or ): the whole significance level goes in that tail.
- A two-tailed test has : the significance level is split equally between the two tails. A 10% test has 5% in each tail. To decide which tail a result lies in, compare it with the expected value under . For the mean is 5, so an observation of 1 lies in the lower tail and 9 in the upper tail.
Look at the wording: 'greater than', 'less than' or 'increased' mean one tail; 'different from' or 'changed' means two tails.
Section 4
Critical region, critical value and acceptance region
The critical region is the set of values of the test statistic that lead to rejecting . Its boundary is the critical value. The acceptance region is the remaining values. To find an upper-tail critical region, find the smallest with the significance level. For a lower tail, find the largest with the significance level. The actual significance level is the probability of the whole critical region under and is usually a little less than the stated level. For and critical region it is .
Choosing a critical region with probability greater than the significance level because it is closer to it. The critical region must have probability at most the significance level.
Section 5
The p-value and conclusions
The -value is the probability, assuming is true, of obtaining a result at least as extreme as the one observed. For and observed value , the -value is .
- If the -value is less than or equal to the significance level (halved in a two-tailed test), reject .
- Otherwise there is insufficient evidence to reject . Always conclude in context and with cautious language: 'there is evidence at the 5% level that the proportion of eggs containing a toy is greater than 20%'. A test never proves or true.
Saying the -value is the probability that is true. It is calculated assuming is true.
That's the notes covered.
Carry on to the next subtopic.
Exam questions on Language of hypothesis testing
- A coin is suspected of being biased towards heads. Let be the probability that the coin lands heads. The coin is tossed 20 times and is the number of heads. A hypothesis test is carried out at the 5% significance level.The critical region for this test is . Find the actual probability of rejecting when it is true.2 marks
- A die is thought to be biased with respect to sixes. Let be the probability that the die lands on six. The die is rolled 30 times and is the number of sixes. The test of against is carried out at the 10% significance level.Find the critical region for the lower tail of this test.2 marks
- A manufacturer claims that 20% of its chocolate eggs contain a toy. A child believes that the proportion is greater than 20%. In a random sample of 25 eggs, 9 contain a toy. Let be the proportion of all the manufacturer's eggs that contain a toy, and let be the number of eggs in a sample of 25 that contain a toy.State the null and alternative hypotheses, and state the distribution of if the null hypothesis is true.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).