Carrying Out a Test for a Population Proportion
▶︎ Watch it animatedinteractive step-through · ~3 min · optionalA test runs in four steps: state the parameter, hypotheses, and $\alpha$; plan by naming the procedure and checking conditions with the study's numbers; compute the test statistic and p-value; then compare, decide, and interpret in context. For $H_0: p = 0.40$ against $H_a: p < 0.40$ with $n = 250$ and 88 renewals, $z \approx -1.55$ and the p-value is about 0.061, so at $\alpha = 0.05$ we fail to reject and report that there is not convincing evidence the renewal rate is below 40%.
Two asymmetries define the topic. A large p-value never becomes support for the null: the data are consistent with 0.40 and equally with 0.38 and 0.36, so accepting $H_0$, proving no difference, or stating that the rate is 40% all convert an absence of evidence into a finding. And statistical significance measures detectability, not size: $\hat{p} = 0.508$ with $n = 40{,}000$ gives a two-sided p-value near 0.0014 for an eight-tenths-of-a-point effect, while $\hat{p} \approx 0.633$ with $n = 30$ gives about 0.072 for a 13-point one. The threshold is a line, not a cliff, so 0.049 and 0.051 describe nearly the same evidence.
The work
3 ways in · any order
Lesson
Carrying Out a Test for a Population Proportion
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Runs the one-proportion z-test end to end, then settles the two asymmetries: a large p-value leaves the null standing without supporting it, and statistical significance measures detectability rather than size, with a conclusion that names the population and keeps its hedge.
Diagnostic
10-item topic check
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Ten items on carrying out a test: nulls accepted or proven, conclusions about the sampled group, significance read as importance, and thresholds treated as cliffs. Take it cold to find your habit, or after the lesson to check it is gone.
Targeted Practice
Drill a single misconception
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Pick one of the failure modes you missed and drill it on its own. The round is adaptive: two correct in a row clears it for now and moves you to the next. Two in a row is a checkpoint, not proof: if the error resurfaces later, the misconception comes back.