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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
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
“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.
Literature:
Activity Proper:
Significant :
Association:
Relationship:
Difference:
Teacher Students
Discussion
Now let us define what a hypothesis is. Can (Student will volunteer to read the definition
somebody please read the definition for me? of hypothesis)
Now you might ask, what’s the importance of (Students will volunteer to read the
hypothesis in writing a research project? When importance of formulating hypotheses:
is it necessary to make such? Would someone 1. helps the researcher in establishing
read the following for the class? the framework with which to approach
the research problem
2. helps or guides the researcher in
consolidating his findings and
formulating his conclusions)
3. suggests the type of analysis that must
be done in order to measure the
relationship
Now, let me introduce you to the types of
hypotheses. A hypothesis could either be null or
alternative. Furthermore, a hypothesis can also
be one-tailed/directional, or two-tailed/non-
directional.”
Now, reading the null hypothesis, what do you (Student answers: Sir, the first hypothesis is in
think makes the first hypothesis belonging to the null form because the hypotheses indicate
null form and why is the second hypothesis in absence of difference. On the other hand, the
the alternative form? second hypothesis is in the alternative form
because it indicates presence of difference.)
Good. Now, can somebody give me the null (A student will volunteer to read the objective
hypothesis and alternative hypothesis of the and give the null and alternative hypothesis of
following objective? the given objective)
Very good! The lesson is very easy, isn’t it? (Students reply)
Now let’s talk about the second way of (A student will read the statistical problems
classifying hypothesis. Aside from the research and the second type of classifying hypotheses)
objectives, you can also use your inferential
problems or statistical problems as guide in
formulating hypotheses. This is simpler than
using the objective as 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 Student: The directional hypothesis is so-
directional and the non-directional hypotheses, called because if it was trying to explain
what do you think makes the first hypothesis relationship, it specifies whether the
belonging to the directional form and why is the independent variable moves in the same
second hypothesis called non-directional? Can direction as the dependent variable or
someone in the class explain? 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.
(Students reply)
“Very good! Well said! Did you get it? (Students answer)
Teacher Students
Analysis
(Students answer)
“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?” Group 1: There is no significant difference in
the IQ scores between children who attended
Okay. Group 1: make a null hypothesis group for academic after-school program and those in
the objective I will give. Using the same the general population./The IQ scores of
objective, group 2 will have to formulate an children who attended after-school academic
appropriate alternative hypothesis. For group 3, programs is not significantly different with the
make a directional hypothesis, and group 4, IQ scores of the general population.
formulate the corresponding non-directional Group 2: There is a significant difference in
hypothesis. the IQ scores between children who attended
The objective is: to compare the intelligence academic after-school program and those in
level (IQ) of students who attend after-school the general population. /The IQ scores of
academic programs with the IQ scores of children who attended after-school academic
students in the general population who do not programs is significantly different with the IQ
attend such programs. 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.
Very good!
Generalization
IV. Evaluation
Identification:
1. What do you call a tentative answer to the
research question raised at the beginning of the
investigation??
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, after which the hypotheses you
formulated will be evaluated.
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