Null hypothesis: The proportion of blue jelly beans in each bag is 30%.
Alternative hypothesis: The proportion of blue jelly beans in each bag is greater than 30%.
Since the p-value is greater than the significance level of alpha = 0.1, Ramon fails to reject the null hypothesis. Therefore, he does not have enough evidence to conclude that the proportion of blue jelly beans in each bag is significantly greater than 30%.
Each bag of different colored jelly beans is supposed to have 30% blue jelly beansRamon believes there are actually a greater proportion of blue jelly beansHe randomly selects 25 bags of jelly beans and finds the proportion of blue jelly beans to be 36%. He uses a significance level of alpha = 0.1 and calculates a p-value of 0.256. What null and alternative hypothesis did Ramon use for the test, and what conclusion can he make?
3 answers
In past years, the proportion of engineering students at the local college who did not own a calculator was 0.15. Angelina believes the proportion of current population of engineering students who do not own a calculator is lower She randomly selects 55 students and finds that 6 of them do not own a calculatorShe uses a significance level of alpha = 0.05 and calculates a p-value of 0.198. What null and alternative hypothesis did Angelina use for this test, and what conclusion can she make?
Null hypothesis: The proportion of engineering students who do not own a calculator is 0.15.
Alternative hypothesis: The proportion of engineering students who do not own a calculator is less than 0.15.
Since the p-value is greater than the significance level of alpha = 0.05, Angelina fails to reject the null hypothesis. Therefore, she does not have enough evidence to conclude that the proportion of engineering students who do not own a calculator is significantly lower than 0.15.
Alternative hypothesis: The proportion of engineering students who do not own a calculator is less than 0.15.
Since the p-value is greater than the significance level of alpha = 0.05, Angelina fails to reject the null hypothesis. Therefore, she does not have enough evidence to conclude that the proportion of engineering students who do not own a calculator is significantly lower than 0.15.