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.

Sample/Non-point bearing item:

Literature:

Activity Proper:

Significant :

Association:

Relationship:

Difference:
Teacher Students

Discussion

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

research process are those words you guessed
most related to? (Research process shown on
the screen)

You’re right! Good thinking! Having said that, (Students answer)

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 (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
hypothesis in writing a research project? When
is it necessary to make such? Would someone
read the following for the class?
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.”
(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. 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

Let’s take a look at an example of a research (Student replies)

objective and its corresponding null and
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. So for emphasis, a null (Students answer)

hypothesis is a hypothesis indicating absence of
correlation, or even absence of difference,
effect, or interaction. On the other hand, a
hypothesis that indicates presence of
correlation, or presence of difference, effect, or
interaction is called an alternative or a research
Teacher
hypothesis. Did you get it?”
Good. Now, can somebody give me the null
hypothesis and alternative hypothesis of the
following objective?
“Nice answers! Now, let’s scrutinize the way a
hypothesis statement is framed. There are five
elements in a hypothesis statement. Would
someone identify those elements for us?
Impressive! Now, let’s go back to the previous
example and find where these elements are.
Would someone care to identify these four
elements in the hypothesis?
Very good! The lesson is very easy, isn’t it?
Now let’s talk about the second way of
classifying hypothesis. Aside from the research
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
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?
Students
(A student will volunteer to read the objective
and give the null and alternative hypothesis of
the given objective)
(Student volunteers:
The elements of a hypothesis statement are:
• declarative sentence
• Independent variable (assumed
“cause” or the intervention)
• Dependent variable (assumed “effect”
or “outcome”)
• Intent (relationship or comparison)
• “significance”
(Students reply)
(A student will read the statistical problems
and the second type of classifying hypotheses)
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.
(Students reply)
(Students answer)
Teacher Students

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.
(Students answer)
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.

Very good!

Generalization

“Now, class, let’s remember that a hypothesis is (Students answer)

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 also be
one-tailed or two-tailed. Can you again tell me
the differences of the four?”

Good. Now put out a ¼ sheet of paper for your

quiz.

IV. Evaluation
Identification:
1. What do you call a tentative answer to the
research question raised at the beginning of the
investigation??
Teacher Students

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:
1. There is a significant difference between the
proportion of healthcare providers who are
smoking and the proportion of those who are
not smoking.
2. 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.
3. 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:
4. Lower socio-economic status correlates
negatively with incidence of teen pregnancy.
5. 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.
6. 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.

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.
 Term Meaning Spelling Pronunciation

Homonym Different Same Same

Homograph Different Same Same or different

Homophone Different Same or different Same

Heteronym Different Same Different

Heterograph Different Different Same

Polyseme Different but related Same Same or different

Different when Same except for

Capitonym Same or different
capitalized capitalization

Synonym Same Different Different

Synophone Different Different Similar but not identical