Hypothesis tests
The language and logic of hypothesis testing, tests for a binomial proportion and a Poisson mean from a single observation (directly or by a normal approximation), tests for a population mean using a normal distribution, and the probabilities of Type I and Type II errors.
What the syllabus says
6.5 (Paper 6)
- understand the nature of a hypothesis test, the difference between one-tailed and two-tailed tests, and the terms null hypothesis, alternative hypothesis, significance level, rejection region (or critical region), acceptance region and test statistic
- formulate hypotheses and carry out a hypothesis test in the context of a single observation from a population which has a binomial or Poisson distribution, using - direct evaluation of probabilities - a normal approximation to the binomial or the Poisson distribution, where appropriate
- formulate hypotheses and carry out a hypothesis test concerning the population mean in cases where the population is normally distributed with known variance or where a large sample is used
- understand the terms Type I error and Type II error in relation to hypothesis tests
- calculate the probabilities of making Type I and Type II errors in specific situations involving tests based on a normal distribution or direct evaluation of binomial or Poisson probabilities.
Notes and examples
- Outcomes of hypothesis tests are expected to be interpreted in terms of the contexts in which questions are set.
Quoted from the Cambridge International AS and A Level Mathematics 9709 syllabus (2026-2027 and 2028-2030 editions, which share this content).
The idea of a hypothesis test Paper 6
A hypothesis test asks whether data give real evidence against an accepted value of a parameter, or whether the result could easily be chance.
- The null hypothesis states the accepted value, for example . The test is carried out assuming it is true.
- The alternative hypothesis says how we suspect the value has changed: , , or .
- The test statistic is the quantity calculated from the sample: a count , or a sample mean , or its standardised value .
- The significance level , such as 5%, is the threshold for "too unlikely to be chance".
If, assuming , the probability of a result as extreme as the one observed, or more extreme, is less than , we reject : there is evidence for . Otherwise we do not reject : there is not enough evidence. Never say that is proved true, or that is proved: a test gives evidence, not certainty.
One tail or two. If points in one direction ( or ) the test is one-tailed. If it only says "has changed" () it is two-tailed, and the significance level is split equally between the two ends: at 5%, compare the probability in the relevant tail with 2.5%. Choose the alternative from the wording of the question before looking at the data.
Regions. The critical region (or rejection region) is the set of values of the test statistic that lead to rejecting ; the acceptance region is the rest. The critical value is the boundary between them.
Conclusions in context. Every test ends with a sentence about the real situation, with a non-definite word such as "evidence": "There is evidence at the 5% significance level that the proportion of customers buying dessert has decreased."
Tests using the binomial distribution Paper 6
For a single observation from , the test is about :
- State and , defining in context.
- Under , .
- Find the probability of the observed value or more extreme, in the direction of : for , for .
- Compare with the significance level (or half of it for a two-tailed test), decide, and conclude in context.
Use cumulative probabilities, never the single probability : any one value is unlikely, so the question is whether the observation is far out in the tail.
Finding a critical region. Add up tail probabilities until the next one would exceed the significance level. For example, under , but , so at 5% the critical region for is . Its actual probability, 0.0332, is less than 5% because is discrete.
Worked example 1 Paper 6
A cafe owner believes that 30% of customers order a dessert. After a price rise, she thinks the proportion has decreased. In a random sample of 20 customers, 2 order a dessert. Test her belief at the 5% significance level.
, , where is the proportion of all customers who order a dessert.
Under , .
(3 s.f.).
, so reject .
There is evidence at the 5% significance level that the proportion of customers ordering a dessert has decreased.
Answer: Reject (probability 0.0355)
Tests using the Poisson distribution Paper 6
For a single observation from the method is the same, with hypotheses about the mean rate . Scale to the interval observed first: if the usual rate is 1.5 per day and one week is observed, for that week, or state the hypotheses about the daily rate and use for the weekly count.
Worked example 2 Paper 6
A shop usually sells 6 bicycles a week. After a competitor opens nearby, the shop sells 2 bicycles in one week. Test at the 5% significance level whether the mean weekly number of sales has decreased.
, , where is the mean number of bicycles sold per week.
Under , : (3 s.f.).
, so do not reject .
There is insufficient evidence at the 5% significance level that the mean number of sales has decreased.
Answer: Do not reject (probability 0.0620)
Check yourself Paper 6
Under , , and . The observed value is . Find the probability used in the test.
Answer it in the portal, where your answer is checked as you type →
Using a normal approximation Paper 6
For large samples, exact binomial or Poisson tails need many terms. Use the approximations from earlier topics:
- when and ;
- when ;
in each case with a continuity correction. For an observed with , find . The parameters of the normal distribution come from , because the test assumes is true.
Tests for a population mean Paper 6
To test from a sample of size , use the sample mean. Under ,
exactly if the population is normal with known variance, or approximately by the Central Limit Theorem if the sample is large, with estimated by . The test statistic is
Compare with the critical value from MF19: for a one-tailed test at 5% it is 1.645 (or for ); for a two-tailed test at 5% it is ; at 1%, 2.326 one-tailed and two-tailed. Reject if is beyond the critical value. Equivalently, compare the tail probability with the significance level. Show the comparison explicitly.
A two-tailed test at 5%: the critical region is or , each tail holding 2.5%. For a one-tailed test the whole 5% sits in one tail, beyond 1.645 or .
Worked example 3 (exam style) Paper 6
The times taken to assemble a toy are normally distributed with mean 32 minutes and standard deviation 2.4 minutes. After new training, a random sample of 30 assemblies has mean time 31.2 minutes. Assume the standard deviation is unchanged. (a) Test at the 5% significance level whether the mean time has decreased. (b) State the critical region for .
(a) , , where is the population mean assembly time in minutes after training.
.
The critical value is . , so reject .
There is evidence at the 5% significance level that the mean assembly time has decreased after the training.
(b) Reject when , that is .
Answer: : reject
Check yourself Paper 6
is tested against . The population is normal with standard deviation 5, and a sample of 16 has mean 82.1. Find the value of the test statistic .
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Type I and Type II errors Paper 6
A test can go wrong in two ways:
- a Type I error is rejecting when it is actually true;
- a Type II error is not rejecting when it is actually false.
P(Type I error) . For a normal test this is exactly the significance level. For a binomial or Poisson test it is the actual probability of the critical region, which is usually a little less than the stated level.
P(Type II error) needs a particular true value of the parameter, which the question gives: it is . So first find the critical region using , then find the probability of not being in it using the new value.
The two errors pull against each other: making the critical region smaller reduces the chance of a Type I error but increases the chance of a Type II error. A larger sample can reduce both.
Worked example 4 Paper 6
A spinner is thought to land on red with probability 0.25. To test against , it is spun 12 times, and is rejected if it lands on red 6 or more times. (a) Find the probability of a Type I error. (b) Find the probability of a Type II error if in fact .
(a) Type I: when , which is (3 s.f.).
(b) Type II: not rejecting, , when : (3 s.f.).
So this test would usually miss a spinner that lands on red half the time: 12 spins is not many.
Answer: (a) 0.0544 (b) 0.387
Check yourself Paper 6
Which statement describes a Type II error?
Answer it in the portal, where your answer is checked as you type →
Key points
State and about a parameter (, or ), and define it in context.
Compare the probability of the observed value or more extreme (or against a critical value) with the significance level; halve the level for each tail of a two-tailed test.
Conclude in context with "evidence", never "proves".
Normal approximations to binomial and Poisson tests need a continuity correction and their conditions.
Test for a mean: , with for in a large sample.
Type I: reject a true . Type II: fail to reject a false , worked out with the given true value.
Where marks are lost Paper 6
Using instead of the tail probability or .
Writing hypotheses with the sample value ( when 2 out of 20 were observed) or without defining the parameter.
Forgetting to halve the significance level in a two-tailed test.
Conclusions that are definite ("this proves the mean has fallen") or not in context.
For a Type II error, using the value instead of the given true value.
Dividing by instead of in the test statistic.
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Read the lesson →An original lesson written to the Cambridge International AS & A Level Mathematics 9709 syllabus (2026 to 2027 and 2028 to 2030). The worked examples and questions are our own, not Cambridge questions. Back to every AS & A Level Mathematics 9709 lesson.