hypothesis use the sentence

• More from M-W
• To save this word, you'll need to log in. Log In

Definition of hypothesis

Did you know.

The Difference Between Hypothesis and Theory

A hypothesis is an assumption, an idea that is proposed for the sake of argument so that it can be tested to see if it might be true.

In the scientific method, the hypothesis is constructed before any applicable research has been done, apart from a basic background review. You ask a question, read up on what has been studied before, and then form a hypothesis.

A hypothesis is usually tentative; it's an assumption or suggestion made strictly for the objective of being tested.

A theory , in contrast, is a principle that has been formed as an attempt to explain things that have already been substantiated by data. It is used in the names of a number of principles accepted in the scientific community, such as the Big Bang Theory . Because of the rigors of experimentation and control, it is understood to be more likely to be true than a hypothesis is.

In non-scientific use, however, hypothesis and theory are often used interchangeably to mean simply an idea, speculation, or hunch, with theory being the more common choice.

Since this casual use does away with the distinctions upheld by the scientific community, hypothesis and theory are prone to being wrongly interpreted even when they are encountered in scientific contexts—or at least, contexts that allude to scientific study without making the critical distinction that scientists employ when weighing hypotheses and theories.

The most common occurrence is when theory is interpreted—and sometimes even gleefully seized upon—to mean something having less truth value than other scientific principles. (The word law applies to principles so firmly established that they are almost never questioned, such as the law of gravity.)

This mistake is one of projection: since we use theory in general to mean something lightly speculated, then it's implied that scientists must be talking about the same level of uncertainty when they use theory to refer to their well-tested and reasoned principles.

The distinction has come to the forefront particularly on occasions when the content of science curricula in schools has been challenged—notably, when a school board in Georgia put stickers on textbooks stating that evolution was "a theory, not a fact, regarding the origin of living things." As Kenneth R. Miller, a cell biologist at Brown University, has said , a theory "doesn’t mean a hunch or a guess. A theory is a system of explanations that ties together a whole bunch of facts. It not only explains those facts, but predicts what you ought to find from other observations and experiments.”

While theories are never completely infallible, they form the basis of scientific reasoning because, as Miller said "to the best of our ability, we’ve tested them, and they’ve held up."

• proposition
• supposition

hypothesis , theory , law mean a formula derived by inference from scientific data that explains a principle operating in nature.

hypothesis implies insufficient evidence to provide more than a tentative explanation.

theory implies a greater range of evidence and greater likelihood of truth.

law implies a statement of order and relation in nature that has been found to be invariable under the same conditions.

Examples of hypothesis in a Sentence

These examples are programmatically compiled from various online sources to illustrate current usage of the word 'hypothesis.' Any opinions expressed in the examples do not represent those of Merriam-Webster or its editors. Send us feedback about these examples.

Word History

Greek, from hypotithenai to put under, suppose, from hypo- + tithenai to put — more at do

1641, in the meaning defined at sense 1a

Phrases Containing hypothesis

• counter - hypothesis
• nebular hypothesis
• null hypothesis
• planetesimal hypothesis
• Whorfian hypothesis

Articles Related to hypothesis

This is the Difference Between a...

This is the Difference Between a Hypothesis and a Theory

In scientific reasoning, they're two completely different things

Dictionary Entries Near hypothesis

hypothermia

hypothesize

Cite this Entry

“Hypothesis.” Merriam-Webster.com Dictionary , Merriam-Webster, https://www.merriam-webster.com/dictionary/hypothesis. Accessed 3 May. 2024.

Kids Definition

Kids definition of hypothesis, medical definition, medical definition of hypothesis, more from merriam-webster on hypothesis.

Nglish: Translation of hypothesis for Spanish Speakers

Britannica English: Translation of hypothesis for Arabic Speakers

Britannica.com: Encyclopedia article about hypothesis

Subscribe to America's largest dictionary and get thousands more definitions and advanced search—ad free!

Can you solve 4 words at once?

Word of the day.

See Definitions and Examples »

Get Word of the Day daily email!

Popular in Grammar & Usage

What’s the difference between ‘hillbilly’ and ‘redneck’, more commonly misspelled words, commonly misspelled words, how to use em dashes (—), en dashes (–) , and hyphens (-), absent letters that are heard anyway, popular in wordplay, words of the week - may 3, 9 superb owl words, 'gaslighting,' 'woke,' 'democracy,' and other top lookups, 10 words for lesser-known games and sports, your favorite band is in the dictionary, games & quizzes.

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Methodology
• How to Write a Strong Hypothesis | Guide & Examples

How to Write a Strong Hypothesis | Guide & Examples

Published on 6 May 2022 by Shona McCombes .

A hypothesis is a statement that can be tested by scientific research. If you want to test a relationship between two or more variables, you need to write hypotheses before you start your experiment or data collection.

Table of contents

What is a hypothesis, developing a hypothesis (with example), hypothesis examples, frequently asked questions about writing hypotheses.

A hypothesis states your predictions about what your research will find. It is a tentative answer to your research question that has not yet been tested. For some research projects, you might have to write several hypotheses that address different aspects of your research question.

A hypothesis is not just a guess – it should be based on existing theories and knowledge. It also has to be testable, which means you can support or refute it through scientific research methods (such as experiments, observations, and statistical analysis of data).

Variables in hypotheses

Hypotheses propose a relationship between two or more variables . An independent variable is something the researcher changes or controls. A dependent variable is something the researcher observes and measures.

In this example, the independent variable is exposure to the sun – the assumed cause . The dependent variable is the level of happiness – the assumed effect .

Prevent plagiarism, run a free check.

Step 1: ask a question.

Writing a hypothesis begins with a research question that you want to answer. The question should be focused, specific, and researchable within the constraints of your project.

Step 2: Do some preliminary research

Your initial answer to the question should be based on what is already known about the topic. Look for theories and previous studies to help you form educated assumptions about what your research will find.

At this stage, you might construct a conceptual framework to identify which variables you will study and what you think the relationships are between them. Sometimes, you’ll have to operationalise more complex constructs.

Step 3: Formulate your hypothesis

Now you should have some idea of what you expect to find. Write your initial answer to the question in a clear, concise sentence.

Step 4: Refine your hypothesis

You need to make sure your hypothesis is specific and testable. There are various ways of phrasing a hypothesis, but all the terms you use should have clear definitions, and the hypothesis should contain:

• The relevant variables
• The specific group being studied
• The predicted outcome of the experiment or analysis

Step 5: Phrase your hypothesis in three ways

To identify the variables, you can write a simple prediction in if … then form. The first part of the sentence states the independent variable and the second part states the dependent variable.

In academic research, hypotheses are more commonly phrased in terms of correlations or effects, where you directly state the predicted relationship between variables.

If you are comparing two groups, the hypothesis can state what difference you expect to find between them.

Step 6. Write a null hypothesis

If your research involves statistical hypothesis testing , you will also have to write a null hypothesis. The null hypothesis is the default position that there is no association between the variables. The null hypothesis is written as H 0 , while the alternative hypothesis is H 1 or H a .

Hypothesis testing is a formal procedure for investigating our ideas about the world using statistics. It is used by scientists to test specific predictions, called hypotheses , by calculating how likely it is that a pattern or relationship between variables could have arisen by chance.

A hypothesis is not just a guess. It should be based on existing theories and knowledge. It also has to be testable, which means you can support or refute it through scientific research methods (such as experiments, observations, and statistical analysis of data).

A research hypothesis is your proposed answer to your research question. The research hypothesis usually includes an explanation (‘ x affects y because …’).

A statistical hypothesis, on the other hand, is a mathematical statement about a population parameter. Statistical hypotheses always come in pairs: the null and alternative hypotheses. In a well-designed study , the statistical hypotheses correspond logically to the research hypothesis.

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

McCombes, S. (2022, May 06). How to Write a Strong Hypothesis | Guide & Examples. Scribbr. Retrieved 29 April 2024, from https://www.scribbr.co.uk/research-methods/hypothesis-writing/

Is this article helpful?

Shona McCombes

Other students also liked, operationalisation | a guide with examples, pros & cons, what is a conceptual framework | tips & examples, a quick guide to experimental design | 5 steps & examples.

• Conjunctions
• Prepositions

HYPOTHESIS in a Sentence Examples: 21 Ways to Use Hypothesis

Have you ever wondered what a “hypothesis” is and how it fits into the scientific method? A hypothesis is a proposed explanation or educated guess that can be tested through research and experimentation to determine its validity.

In scientific inquiry, a hypothesis serves as the foundation for the study, guiding the direction of the research and helping to form conclusions based on the results. By formulating clear hypotheses, researchers can systematically investigate phenomena and gather evidence to support their claims.

Table of Contents

7 Examples Of Hypothesis Used In a Sentence For Kids

• Hypothesis is a guess we can test.
• We can make a hypothesis about what will happen.
• Our hypothesis will help us learn new things.
• Let’s think of a hypothesis to investigate.
• We can use our hypothesis to solve a problem.
• A good hypothesis can help us understand the world.
• Remember, our hypothesis is just a starting point.

14 Sentences with Hypothesis Examples

• Hypothesis : Students who study for at least 3 hours every day are likely to perform better in their exams.
• It is important for college students to form a hypothesis before conducting any research project.
• Hypothesis : Attending lectures regularly can significantly improve academic performance.
• College students can test their hypothesis through interactive experiments and surveys.
• Hypothesis : Using different study methods can have varied effects on information retention.
• It is necessary for students to critically analyze data to support or reject their hypothesis .
• Hypothesis : Students who engage in extracurricular activities may have a better overall college experience.
• In a scientific study, researchers must clearly define their hypothesis before proceeding with the experiment.
• Hypothesis : Regular exercise can positively impact a student’s mental health and academic performance.
• It is crucial for college students to document their hypothesis and research findings accurately.
• Hypothesis : Students who limit their social media usage may experience improved focus and productivity.
• College projects often require students to brainstorm and formulate a solid hypothesis .
• It is common for students to revise their hypothesis based on new information or research outcomes.
• Hypothesis : Implementing study breaks can enhance retention and understanding of complex subjects.

How To Use Hypothesis in Sentences?

Hypothesis is an educated guess or prediction that can be tested through observation or experimentation. When incorporating this term into a sentence, it is important to clearly identify it so readers can understand its significance.

Here are some tips on how to use hypothesis effectively in a sentence:

Clearly state your hypothesis in a simple and concise manner. For example, “The scientist’s hypothesis is that plants will grow faster with added sunlight.”

Use the word hypothesis to introduce your prediction or expectation before testing it. For instance, “Our hypothesis is that students who study regularly will perform better on the exam.”

Make sure to refer back to your hypothesis when discussing the results of your experiment. For example, “The data supported our initial hypothesis that exercise leads to improved cardiovascular health.”

You can also use the word hypothesis when comparing multiple predictions. For instance, “There are several hypotheses about the cause of the mysterious illness, but more research is needed to determine the correct one.”

By following these guidelines, you can effectively incorporate hypothesis into your writing to communicate your predictions or expectations clearly and accurately.

In conclusion, sentences with the keyword “hypothesis” often express a proposed explanation or prediction that can be tested through research or observation. These sentences play a crucial role in scientific inquiry by guiding investigations and exploring relationships between variables. For example, “The researchers formulated a hypothesis to predict the effect of sunlight on plant growth” demonstrates how hypotheses are used to frame a study’s objectives and outcomes.

Clear and concise sentences with hypotheses are essential for building a solid foundation for scientific exploration and discovery. They provide a starting point for experiments, helping researchers to structure their methodologies and draw meaningful conclusions. By carefully crafting hypotheses, scientists can effectively test their theories, gather evidence, and contribute to the advancement of knowledge in various fields.

Related Posts

In Front or Infront: Which Is the Correct Spelling?

As an expert blogger with years of experience, I’ve delved…  Read More » In Front or Infront: Which Is the Correct Spelling?

Targeted vs. Targetted: Correct Spelling Explained in English (US) Usage

Are you unsure about whether to use “targetted” or “targeted”?…  Read More » Targeted vs. Targetted: Correct Spelling Explained in English (US) Usage

As per Request or As per Requested: Understanding the Correct Usage

Having worked in various office environments, I’ve often pondered the…  Read More » As per Request or As per Requested: Understanding the Correct Usage

Choose Your Test

Sat / act prep online guides and tips, what is a hypothesis and how do i write one.

General Education

Think about something strange and unexplainable in your life. Maybe you get a headache right before it rains, or maybe you think your favorite sports team wins when you wear a certain color. If you wanted to see whether these are just coincidences or scientific fact, you would form a hypothesis, then create an experiment to see whether that hypothesis is true or not.

But what is a hypothesis, anyway? If you’re not sure about what a hypothesis is--or how to test for one!--you’re in the right place. This article will teach you everything you need to know about hypotheses, including: 

• Defining the term “hypothesis” 
• Providing hypothesis examples 
• Giving you tips for how to write your own hypothesis

So let’s get started!

What Is a Hypothesis?

Merriam Webster defines a hypothesis as “an assumption or concession made for the sake of argument.” In other words, a hypothesis is an educated guess . Scientists make a reasonable assumption--or a hypothesis--then design an experiment to test whether it’s true or not. Keep in mind that in science, a hypothesis should be testable. You have to be able to design an experiment that tests your hypothesis in order for it to be valid. 

As you could assume from that statement, it’s easy to make a bad hypothesis. But when you’re holding an experiment, it’s even more important that your guesses be good...after all, you’re spending time (and maybe money!) to figure out more about your observation. That’s why we refer to a hypothesis as an educated guess--good hypotheses are based on existing data and research to make them as sound as possible.

Hypotheses are one part of what’s called the scientific method .  Every (good) experiment or study is based in the scientific method. The scientific method gives order and structure to experiments and ensures that interference from scientists or outside influences does not skew the results. It’s important that you understand the concepts of the scientific method before holding your own experiment. Though it may vary among scientists, the scientific method is generally made up of six steps (in order):

• Observation
• Asking questions
• Forming a hypothesis
• Analyze the data
• Communicate your results

You’ll notice that the hypothesis comes pretty early on when conducting an experiment. That’s because experiments work best when they’re trying to answer one specific question. And you can’t conduct an experiment until you know what you’re trying to prove!

Independent and Dependent Variables 

After doing your research, you’re ready for another important step in forming your hypothesis: identifying variables. Variables are basically any factor that could influence the outcome of your experiment . Variables have to be measurable and related to the topic being studied.

There are two types of variables:  independent variables and dependent variables. I ndependent variables remain constant . For example, age is an independent variable; it will stay the same, and researchers can look at different ages to see if it has an effect on the dependent variable. 

Speaking of dependent variables... dependent variables are subject to the influence of the independent variable , meaning that they are not constant. Let’s say you want to test whether a person’s age affects how much sleep they need. In that case, the independent variable is age (like we mentioned above), and the dependent variable is how much sleep a person gets. 

Variables will be crucial in writing your hypothesis. You need to be able to identify which variable is which, as both the independent and dependent variables will be written into your hypothesis. For instance, in a study about exercise, the independent variable might be the speed at which the respondents walk for thirty minutes, and the dependent variable would be their heart rate. In your study and in your hypothesis, you’re trying to understand the relationship between the two variables.

Elements of a Good Hypothesis

The best hypotheses start by asking the right questions . For instance, if you’ve observed that the grass is greener when it rains twice a week, you could ask what kind of grass it is, what elevation it’s at, and if the grass across the street responds to rain in the same way. Any of these questions could become the backbone of experiments to test why the grass gets greener when it rains fairly frequently.

As you’re asking more questions about your first observation, make sure you’re also making more observations . If it doesn’t rain for two weeks and the grass still looks green, that’s an important observation that could influence your hypothesis. You'll continue observing all throughout your experiment, but until the hypothesis is finalized, every observation should be noted.

Finally, you should consult secondary research before writing your hypothesis . Secondary research is comprised of results found and published by other people. You can usually find this information online or at your library. Additionally, m ake sure the research you find is credible and related to your topic. If you’re studying the correlation between rain and grass growth, it would help you to research rain patterns over the past twenty years for your county, published by a local agricultural association. You should also research the types of grass common in your area, the type of grass in your lawn, and whether anyone else has conducted experiments about your hypothesis. Also be sure you’re checking the quality of your research . Research done by a middle school student about what minerals can be found in rainwater would be less useful than an article published by a local university.

Writing Your Hypothesis

Once you’ve considered all of the factors above, you’re ready to start writing your hypothesis. Hypotheses usually take a certain form when they’re written out in a research report.

When you boil down your hypothesis statement, you are writing down your best guess and not the question at hand . This means that your statement should be written as if it is fact already, even though you are simply testing it.

The reason for this is that, after you have completed your study, you'll either accept or reject your if-then or your null hypothesis. All hypothesis testing examples should be measurable and able to be confirmed or denied. You cannot confirm a question, only a statement! 

In fact, you come up with hypothesis examples all the time! For instance, when you guess on the outcome of a basketball game, you don’t say, “Will the Miami Heat beat the Boston Celtics?” but instead, “I think the Miami Heat will beat the Boston Celtics.” You state it as if it is already true, even if it turns out you’re wrong. You do the same thing when writing your hypothesis.

Additionally, keep in mind that hypotheses can range from very specific to very broad.  These hypotheses can be specific, but if your hypothesis testing examples involve a broad range of causes and effects, your hypothesis can also be broad.  

The Two Types of Hypotheses

Now that you understand what goes into a hypothesis, it’s time to look more closely at the two most common types of hypothesis: the if-then hypothesis and the null hypothesis.

#1: If-Then Hypotheses

First of all, if-then hypotheses typically follow this formula:

If ____ happens, then ____ will happen.

The goal of this type of hypothesis is to test the causal relationship between the independent and dependent variable. It’s fairly simple, and each hypothesis can vary in how detailed it can be. We create if-then hypotheses all the time with our daily predictions. Here are some examples of hypotheses that use an if-then structure from daily life: 

• If I get enough sleep, I’ll be able to get more work done tomorrow.
• If the bus is on time, I can make it to my friend’s birthday party. 
• If I study every night this week, I’ll get a better grade on my exam. 

In each of these situations, you’re making a guess on how an independent variable (sleep, time, or studying) will affect a dependent variable (the amount of work you can do, making it to a party on time, or getting better grades). 

You may still be asking, “What is an example of a hypothesis used in scientific research?” Take one of the hypothesis examples from a real-world study on whether using technology before bed affects children’s sleep patterns. The hypothesis read s:

“We hypothesized that increased hours of tablet- and phone-based screen time at bedtime would be inversely correlated with sleep quality and child attention.”

It might not look like it, but this is an if-then statement. The researchers basically said, “If children have more screen usage at bedtime, then their quality of sleep and attention will be worse.” The sleep quality and attention are the dependent variables and the screen usage is the independent variable. (Usually, the independent variable comes after the “if” and the dependent variable comes after the “then,” as it is the independent variable that affects the dependent variable.) This is an excellent example of how flexible hypothesis statements can be, as long as the general idea of “if-then” and the independent and dependent variables are present.

#2: Null Hypotheses

Your if-then hypothesis is not the only one needed to complete a successful experiment, however. You also need a null hypothesis to test it against. In its most basic form, the null hypothesis is the opposite of your if-then hypothesis . When you write your null hypothesis, you are writing a hypothesis that suggests that your guess is not true, and that the independent and dependent variables have no relationship .

One null hypothesis for the cell phone and sleep study from the last section might say: 

“If children have more screen usage at bedtime, their quality of sleep and attention will not be worse.” 

In this case, this is a null hypothesis because it’s asking the opposite of the original thesis! 

Conversely, if your if-then hypothesis suggests that your two variables have no relationship, then your null hypothesis would suggest that there is one. So, pretend that there is a study that is asking the question, “Does the amount of followers on Instagram influence how long people spend on the app?” The independent variable is the amount of followers, and the dependent variable is the time spent. But if you, as the researcher, don’t think there is a relationship between the number of followers and time spent, you might write an if-then hypothesis that reads:

“If people have many followers on Instagram, they will not spend more time on the app than people who have less.”

In this case, the if-then suggests there isn’t a relationship between the variables. In that case, one of the null hypothesis examples might say:

“If people have many followers on Instagram, they will spend more time on the app than people who have less.”

You then test both the if-then and the null hypothesis to gauge if there is a relationship between the variables, and if so, how much of a relationship. 

4 Tips to Write the Best Hypothesis

If you’re going to take the time to hold an experiment, whether in school or by yourself, you’re also going to want to take the time to make sure your hypothesis is a good one. The best hypotheses have four major elements in common: plausibility, defined concepts, observability, and general explanation.

#1: Plausibility

At first glance, this quality of a hypothesis might seem obvious. When your hypothesis is plausible, that means it’s possible given what we know about science and general common sense. However, improbable hypotheses are more common than you might think. 

Imagine you’re studying weight gain and television watching habits. If you hypothesize that people who watch more than  twenty hours of television a week will gain two hundred pounds or more over the course of a year, this might be improbable (though it’s potentially possible). Consequently, c ommon sense can tell us the results of the study before the study even begins.

Improbable hypotheses generally go against  science, as well. Take this hypothesis example: 

“If a person smokes one cigarette a day, then they will have lungs just as healthy as the average person’s.” 

This hypothesis is obviously untrue, as studies have shown again and again that cigarettes negatively affect lung health. You must be careful that your hypotheses do not reflect your own personal opinion more than they do scientifically-supported findings. This plausibility points to the necessity of research before the hypothesis is written to make sure that your hypothesis has not already been disproven.

#2: Defined Concepts

The more advanced you are in your studies, the more likely that the terms you’re using in your hypothesis are specific to a limited set of knowledge. One of the hypothesis testing examples might include the readability of printed text in newspapers, where you might use words like “kerning” and “x-height.” Unless your readers have a background in graphic design, it’s likely that they won’t know what you mean by these terms. Thus, it’s important to either write what they mean in the hypothesis itself or in the report before the hypothesis.

Here’s what we mean. Which of the following sentences makes more sense to the common person?

If the kerning is greater than average, more words will be read per minute.

If the space between letters is greater than average, more words will be read per minute.

For people reading your report that are not experts in typography, simply adding a few more words will be helpful in clarifying exactly what the experiment is all about. It’s always a good idea to make your research and findings as accessible as possible. 

Good hypotheses ensure that you can observe the results. 

#3: Observability

In order to measure the truth or falsity of your hypothesis, you must be able to see your variables and the way they interact. For instance, if your hypothesis is that the flight patterns of satellites affect the strength of certain television signals, yet you don’t have a telescope to view the satellites or a television to monitor the signal strength, you cannot properly observe your hypothesis and thus cannot continue your study.

Some variables may seem easy to observe, but if you do not have a system of measurement in place, you cannot observe your hypothesis properly. Here’s an example: if you’re experimenting on the effect of healthy food on overall happiness, but you don’t have a way to monitor and measure what “overall happiness” means, your results will not reflect the truth. Monitoring how often someone smiles for a whole day is not reasonably observable, but having the participants state how happy they feel on a scale of one to ten is more observable. 

In writing your hypothesis, always keep in mind how you'll execute the experiment.

#4: Generalizability 

Perhaps you’d like to study what color your best friend wears the most often by observing and documenting the colors she wears each day of the week. This might be fun information for her and you to know, but beyond you two, there aren’t many people who could benefit from this experiment. When you start an experiment, you should note how generalizable your findings may be if they are confirmed. Generalizability is basically how common a particular phenomenon is to other people’s everyday life.

Let’s say you’re asking a question about the health benefits of eating an apple for one day only, you need to realize that the experiment may be too specific to be helpful. It does not help to explain a phenomenon that many people experience. If you find yourself with too specific of a hypothesis, go back to asking the big question: what is it that you want to know, and what do you think will happen between your two variables?

Hypothesis Testing Examples

We know it can be hard to write a good hypothesis unless you’ve seen some good hypothesis examples. We’ve included four hypothesis examples based on some made-up experiments. Use these as templates or launch pads for coming up with your own hypotheses.

Experiment #1: Students Studying Outside (Writing a Hypothesis)

You are a student at PrepScholar University. When you walk around campus, you notice that, when the temperature is above 60 degrees, more students study in the quad. You want to know when your fellow students are more likely to study outside. With this information, how do you make the best hypothesis possible?

You must remember to make additional observations and do secondary research before writing your hypothesis. In doing so, you notice that no one studies outside when it’s 75 degrees and raining, so this should be included in your experiment. Also, studies done on the topic beforehand suggested that students are more likely to study in temperatures less than 85 degrees. With this in mind, you feel confident that you can identify your variables and write your hypotheses:

If-then: “If the temperature in Fahrenheit is less than 60 degrees, significantly fewer students will study outside.”

Null: “If the temperature in Fahrenheit is less than 60 degrees, the same number of students will study outside as when it is more than 60 degrees.”

These hypotheses are plausible, as the temperatures are reasonably within the bounds of what is possible. The number of people in the quad is also easily observable. It is also not a phenomenon specific to only one person or at one time, but instead can explain a phenomenon for a broader group of people.

To complete this experiment, you pick the month of October to observe the quad. Every day (except on the days where it’s raining)from 3 to 4 PM, when most classes have released for the day, you observe how many people are on the quad. You measure how many people come  and how many leave. You also write down the temperature on the hour. 

After writing down all of your observations and putting them on a graph, you find that the most students study on the quad when it is 70 degrees outside, and that the number of students drops a lot once the temperature reaches 60 degrees or below. In this case, your research report would state that you accept or “failed to reject” your first hypothesis with your findings.

Experiment #2: The Cupcake Store (Forming a Simple Experiment)

Let’s say that you work at a bakery. You specialize in cupcakes, and you make only two colors of frosting: yellow and purple. You want to know what kind of customers are more likely to buy what kind of cupcake, so you set up an experiment. Your independent variable is the customer’s gender, and the dependent variable is the color of the frosting. What is an example of a hypothesis that might answer the question of this study?

Here’s what your hypotheses might look like: 

If-then: “If customers’ gender is female, then they will buy more yellow cupcakes than purple cupcakes.”

Null: “If customers’ gender is female, then they will be just as likely to buy purple cupcakes as yellow cupcakes.”

This is a pretty simple experiment! It passes the test of plausibility (there could easily be a difference), defined concepts (there’s nothing complicated about cupcakes!), observability (both color and gender can be easily observed), and general explanation ( this would potentially help you make better business decisions ).

Experiment #3: Backyard Bird Feeders (Integrating Multiple Variables and Rejecting the If-Then Hypothesis)

While watching your backyard bird feeder, you realized that different birds come on the days when you change the types of seeds. You decide that you want to see more cardinals in your backyard, so you decide to see what type of food they like the best and set up an experiment. 

However, one morning, you notice that, while some cardinals are present, blue jays are eating out of your backyard feeder filled with millet. You decide that, of all of the other birds, you would like to see the blue jays the least. This means you'll have more than one variable in your hypothesis. Your new hypotheses might look like this: 

If-then: “If sunflower seeds are placed in the bird feeders, then more cardinals will come than blue jays. If millet is placed in the bird feeders, then more blue jays will come than cardinals.”

Null: “If either sunflower seeds or millet are placed in the bird, equal numbers of cardinals and blue jays will come.”

Through simple observation, you actually find that cardinals come as often as blue jays when sunflower seeds or millet is in the bird feeder. In this case, you would reject your “if-then” hypothesis and “fail to reject” your null hypothesis . You cannot accept your first hypothesis, because it’s clearly not true. Instead you found that there was actually no relation between your different variables. Consequently, you would need to run more experiments with different variables to see if the new variables impact the results.

Experiment #4: In-Class Survey (Including an Alternative Hypothesis)

You’re about to give a speech in one of your classes about the importance of paying attention. You want to take this opportunity to test a hypothesis you’ve had for a while: 

If-then: If students sit in the first two rows of the classroom, then they will listen better than students who do not.

Null: If students sit in the first two rows of the classroom, then they will not listen better or worse than students who do not.

You give your speech and then ask your teacher if you can hand out a short survey to the class. On the survey, you’ve included questions about some of the topics you talked about. When you get back the results, you’re surprised to see that not only do the students in the first two rows not pay better attention, but they also scored worse than students in other parts of the classroom! Here, both your if-then and your null hypotheses are not representative of your findings. What do you do?

This is when you reject both your if-then and null hypotheses and instead create an alternative hypothesis . This type of hypothesis is used in the rare circumstance that neither of your hypotheses is able to capture your findings . Now you can use what you’ve learned to draft new hypotheses and test again! 

Key Takeaways: Hypothesis Writing

The more comfortable you become with writing hypotheses, the better they will become. The structure of hypotheses is flexible and may need to be changed depending on what topic you are studying. The most important thing to remember is the purpose of your hypothesis and the difference between the if-then and the null . From there, in forming your hypothesis, you should constantly be asking questions, making observations, doing secondary research, and considering your variables. After you have written your hypothesis, be sure to edit it so that it is plausible, clearly defined, observable, and helpful in explaining a general phenomenon.

Writing a hypothesis is something that everyone, from elementary school children competing in a science fair to professional scientists in a lab, needs to know how to do. Hypotheses are vital in experiments and in properly executing the scientific method . When done correctly, hypotheses will set up your studies for success and help you to understand the world a little better, one experiment at a time.

What’s Next?

If you’re studying for the science portion of the ACT, there’s definitely a lot you need to know. We’ve got the tools to help, though! Start by checking out our ultimate study guide for the ACT Science subject test. Once you read through that, be sure to download our recommended ACT Science practice tests , since they’re one of the most foolproof ways to improve your score. (And don’t forget to check out our expert guide book , too.)

If you love science and want to major in a scientific field, you should start preparing in high school . Here are the science classes you should take to set yourself up for success.

If you’re trying to think of science experiments you can do for class (or for a science fair!), here’s a list of 37 awesome science experiments you can do at home

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

Student and Parent Forum

Our new student and parent forum, at ExpertHub.PrepScholar.com , allow you to interact with your peers and the PrepScholar staff. See how other students and parents are navigating high school, college, and the college admissions process. Ask questions; get answers.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Examples of 'hypothesis' in a sentence

Examples from collins dictionaries, examples from the collins corpus.

Quick word challenge

Quiz Review

Score: 0 / 5

All ENGLISH words that begin with 'H'

• Bipolar Disorder
• Therapy Center
• When To See a Therapist
• Types of Therapy
• Best Online Therapy
• Best Couples Therapy
• Best Family Therapy
• Managing Stress
• Sleep and Dreaming
• Understanding Emotions
• Self-Improvement
• Healthy Relationships
• Student Resources
• Personality Types
• Guided Meditations
• Verywell Mind Insights
• 2024 Verywell Mind 25
• Mental Health in the Classroom
• Editorial Process
• Meet Our Review Board
• Crisis Support

How to Write a Great Hypothesis

Hypothesis Definition, Format, Examples, and Tips

Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Amy Morin, LCSW, is a psychotherapist and international bestselling author. Her books, including "13 Things Mentally Strong People Don't Do," have been translated into more than 40 languages. Her TEDx talk,  "The Secret of Becoming Mentally Strong," is one of the most viewed talks of all time.

Verywell / Alex Dos Diaz

• The Scientific Method

Hypothesis Format

Falsifiability of a hypothesis.

• Operationalization

Hypothesis Types

Hypotheses examples.

• Collecting Data

A hypothesis is a tentative statement about the relationship between two or more variables. It is a specific, testable prediction about what you expect to happen in a study. It is a preliminary answer to your question that helps guide the research process.

Consider a study designed to examine the relationship between sleep deprivation and test performance. The hypothesis might be: "This study is designed to assess the hypothesis that sleep-deprived people will perform worse on a test than individuals who are not sleep-deprived."

At a Glance

A hypothesis is crucial to scientific research because it offers a clear direction for what the researchers are looking to find. This allows them to design experiments to test their predictions and add to our scientific knowledge about the world. This article explores how a hypothesis is used in psychology research, how to write a good hypothesis, and the different types of hypotheses you might use.

The Hypothesis in the Scientific Method

In the scientific method , whether it involves research in psychology, biology, or some other area, a hypothesis represents what the researchers think will happen in an experiment. The scientific method involves the following steps:

• Forming a question
• Performing background research
• Creating a hypothesis
• Designing an experiment
• Collecting data
• Analyzing the results
• Drawing conclusions
• Communicating the results

The hypothesis is a prediction, but it involves more than a guess. Most of the time, the hypothesis begins with a question which is then explored through background research. At this point, researchers then begin to develop a testable hypothesis.

Unless you are creating an exploratory study, your hypothesis should always explain what you  expect  to happen.

In a study exploring the effects of a particular drug, the hypothesis might be that researchers expect the drug to have some type of effect on the symptoms of a specific illness. In psychology, the hypothesis might focus on how a certain aspect of the environment might influence a particular behavior.

Remember, a hypothesis does not have to be correct. While the hypothesis predicts what the researchers expect to see, the goal of the research is to determine whether this guess is right or wrong. When conducting an experiment, researchers might explore numerous factors to determine which ones might contribute to the ultimate outcome.

In many cases, researchers may find that the results of an experiment  do not  support the original hypothesis. When writing up these results, the researchers might suggest other options that should be explored in future studies.

In many cases, researchers might draw a hypothesis from a specific theory or build on previous research. For example, prior research has shown that stress can impact the immune system. So a researcher might hypothesize: "People with high-stress levels will be more likely to contract a common cold after being exposed to the virus than people who have low-stress levels."

In other instances, researchers might look at commonly held beliefs or folk wisdom. "Birds of a feather flock together" is one example of folk adage that a psychologist might try to investigate. The researcher might pose a specific hypothesis that "People tend to select romantic partners who are similar to them in interests and educational level."

Elements of a Good Hypothesis

So how do you write a good hypothesis? When trying to come up with a hypothesis for your research or experiments, ask yourself the following questions:

• Is your hypothesis based on your research on a topic?
• Can your hypothesis be tested?
• Does your hypothesis include independent and dependent variables?

Before you come up with a specific hypothesis, spend some time doing background research. Once you have completed a literature review, start thinking about potential questions you still have. Pay attention to the discussion section in the  journal articles you read . Many authors will suggest questions that still need to be explored.

How to Formulate a Good Hypothesis

To form a hypothesis, you should take these steps:

• Collect as many observations about a topic or problem as you can.
• Evaluate these observations and look for possible causes of the problem.
• Create a list of possible explanations that you might want to explore.
• After you have developed some possible hypotheses, think of ways that you could confirm or disprove each hypothesis through experimentation. This is known as falsifiability.

In the scientific method ,  falsifiability is an important part of any valid hypothesis. In order to test a claim scientifically, it must be possible that the claim could be proven false.

Students sometimes confuse the idea of falsifiability with the idea that it means that something is false, which is not the case. What falsifiability means is that  if  something was false, then it is possible to demonstrate that it is false.

One of the hallmarks of pseudoscience is that it makes claims that cannot be refuted or proven false.

The Importance of Operational Definitions

A variable is a factor or element that can be changed and manipulated in ways that are observable and measurable. However, the researcher must also define how the variable will be manipulated and measured in the study.

Operational definitions are specific definitions for all relevant factors in a study. This process helps make vague or ambiguous concepts detailed and measurable.

For example, a researcher might operationally define the variable " test anxiety " as the results of a self-report measure of anxiety experienced during an exam. A "study habits" variable might be defined by the amount of studying that actually occurs as measured by time.

These precise descriptions are important because many things can be measured in various ways. Clearly defining these variables and how they are measured helps ensure that other researchers can replicate your results.

Replicability

One of the basic principles of any type of scientific research is that the results must be replicable.

Replication means repeating an experiment in the same way to produce the same results. By clearly detailing the specifics of how the variables were measured and manipulated, other researchers can better understand the results and repeat the study if needed.

Some variables are more difficult than others to define. For example, how would you operationally define a variable such as aggression ? For obvious ethical reasons, researchers cannot create a situation in which a person behaves aggressively toward others.

To measure this variable, the researcher must devise a measurement that assesses aggressive behavior without harming others. The researcher might utilize a simulated task to measure aggressiveness in this situation.

Hypothesis Checklist

• Does your hypothesis focus on something that you can actually test?
• Does your hypothesis include both an independent and dependent variable?
• Can you manipulate the variables?
• Can your hypothesis be tested without violating ethical standards?

The hypothesis you use will depend on what you are investigating and hoping to find. Some of the main types of hypotheses that you might use include:

• Simple hypothesis : This type of hypothesis suggests there is a relationship between one independent variable and one dependent variable.
• Complex hypothesis : This type suggests a relationship between three or more variables, such as two independent and dependent variables.
• Null hypothesis : This hypothesis suggests no relationship exists between two or more variables.
• Alternative hypothesis : This hypothesis states the opposite of the null hypothesis.
• Statistical hypothesis : This hypothesis uses statistical analysis to evaluate a representative population sample and then generalizes the findings to the larger group.
• Logical hypothesis : This hypothesis assumes a relationship between variables without collecting data or evidence.

A hypothesis often follows a basic format of "If {this happens} then {this will happen}." One way to structure your hypothesis is to describe what will happen to the  dependent variable  if you change the  independent variable .

The basic format might be: "If {these changes are made to a certain independent variable}, then we will observe {a change in a specific dependent variable}."

A few examples of simple hypotheses:

• "Students who eat breakfast will perform better on a math exam than students who do not eat breakfast."
• "Students who experience test anxiety before an English exam will get lower scores than students who do not experience test anxiety."​
• "Motorists who talk on the phone while driving will be more likely to make errors on a driving course than those who do not talk on the phone."
• "Children who receive a new reading intervention will have higher reading scores than students who do not receive the intervention."

Examples of a complex hypothesis include:

• "People with high-sugar diets and sedentary activity levels are more likely to develop depression."
• "Younger people who are regularly exposed to green, outdoor areas have better subjective well-being than older adults who have limited exposure to green spaces."

Examples of a null hypothesis include:

• "There is no difference in anxiety levels between people who take St. John's wort supplements and those who do not."
• "There is no difference in scores on a memory recall task between children and adults."
• "There is no difference in aggression levels between children who play first-person shooter games and those who do not."

Examples of an alternative hypothesis:

• "People who take St. John's wort supplements will have less anxiety than those who do not."
• "Adults will perform better on a memory task than children."
• "Children who play first-person shooter games will show higher levels of aggression than children who do not." 

Collecting Data on Your Hypothesis

Once a researcher has formed a testable hypothesis, the next step is to select a research design and start collecting data. The research method depends largely on exactly what they are studying. There are two basic types of research methods: descriptive research and experimental research.

Descriptive Research Methods

Descriptive research such as  case studies ,  naturalistic observations , and surveys are often used when  conducting an experiment is difficult or impossible. These methods are best used to describe different aspects of a behavior or psychological phenomenon.

Once a researcher has collected data using descriptive methods, a  correlational study  can examine how the variables are related. This research method might be used to investigate a hypothesis that is difficult to test experimentally.

Experimental Research Methods

Experimental methods  are used to demonstrate causal relationships between variables. In an experiment, the researcher systematically manipulates a variable of interest (known as the independent variable) and measures the effect on another variable (known as the dependent variable).

Unlike correlational studies, which can only be used to determine if there is a relationship between two variables, experimental methods can be used to determine the actual nature of the relationship—whether changes in one variable actually  cause  another to change.

The hypothesis is a critical part of any scientific exploration. It represents what researchers expect to find in a study or experiment. In situations where the hypothesis is unsupported by the research, the research still has value. Such research helps us better understand how different aspects of the natural world relate to one another. It also helps us develop new hypotheses that can then be tested in the future.

Thompson WH, Skau S. On the scope of scientific hypotheses .  R Soc Open Sci . 2023;10(8):230607. doi:10.1098/rsos.230607

Taran S, Adhikari NKJ, Fan E. Falsifiability in medicine: what clinicians can learn from Karl Popper [published correction appears in Intensive Care Med. 2021 Jun 17;:].  Intensive Care Med . 2021;47(9):1054-1056. doi:10.1007/s00134-021-06432-z

Eyler AA. Research Methods for Public Health . 1st ed. Springer Publishing Company; 2020. doi:10.1891/9780826182067.0004

Nosek BA, Errington TM. What is replication ?  PLoS Biol . 2020;18(3):e3000691. doi:10.1371/journal.pbio.3000691

Aggarwal R, Ranganathan P. Study designs: Part 2 - Descriptive studies .  Perspect Clin Res . 2019;10(1):34-36. doi:10.4103/picr.PICR_154_18

Nevid J. Psychology: Concepts and Applications. Wadworth, 2013.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

Hypothesis in a Sentence  🔊

Definition of Hypothesis

a proposed explanation or theory that is studied through scientific testing

Examples of Hypothesis in a sentence

The scientist’s hypothesis did not stand up, since research data was inconsistent with his guess.  🔊

Each student gave a hypothesis and theorized which plant would grow the tallest during the study.  🔊

A hypothesis was presented by the panel, giving a likely explanation for why the trial medicine didn’t seem to have much of an effect on the patients.  🔊

During the study, the researcher changed her hypothesis to a new assumption that fit with current data.  🔊

To confirm his hypothesis on why the dolphin wasn’t eating, the marine biologists did several tests over a week’s time.  🔊

Other words in the Opinion, Belief category:

Most Searched Words (with Video)

Voracious: In a Sentence

Verbose: In a Sentence

Vainglorious: In a Sentence

Pseudonym: In a Sentence

Propinquity: In a Sentence

Orotund: In a Sentence

Magnanimous: In a Sentence

Inquisitive: In a Sentence

Epoch: In a Sentence

Aberrant: In a Sentence

Apprehensive: In a Sentence

Obdurate: In a Sentence

Heresy: In a Sentence

Gambit: In a Sentence

Pneumonia: In a Sentence

Otiose: In a Sentence

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5.3.1: Conditional/Hypothetical Sentences

• Last updated
• Save as PDF
• Page ID 122497

• Don Bissonnette
• South Seattle Community College

Conditional/Hypothetical Sentences

       All conditional / hypothetical sentences consist of a dependent clause beginning with if (or other adverbials of condition) and an independent clause which is a result of the condition or hypothesis. A conditional sentence is one that is real or possibly can happen; a hypothetical sentence is one that is only imaginary - it either will not happen or did not happen.

Class One: Conditional

A.   Present or future situation: True and Real or Possible

If + present tense verb,     will or future implied verb ( c an, might, want, need, etc.)

          Examples:

If my sister visits Seattle, I will take her to Mount Rainier.

If we go there, I want to take a picnic lunch.

B.   General Truth situations, not for a specific time, something is always true and never changes.  It is True and Real or Possible

If + present tense verb,     present tense verb

         Examples:

If plants have good soil and get enough sunlight and water, they always grow well.

If a car runs out of gas, it stops.

C.  Past Situations: True and Completed Actions in the Past

Form:    

If + past tense,   past tense

If my father caught fish, he was happy.

If my grandmother cooked dinner when I was a boy, I always ate a lot.

D.  Alternate Form for the Present and Future Situations : Should

       We can use should in Class One conditional sentences in the present and future when we are not sure of the condition . Only if the condition happens will the result happen. It gives a feeling of uncertainty (not sure of something).

         Examples:

If you should receive a letter from John, please tell me. Should you receive a letter from John, please let me know.  

If you should get stopped by a policeman, you must have your driver's license with you or you will get a ticket.

Should you get stopped by a policeman, you must have your driver's license with you or you will get a ticket.

Class Two: Hypothetical

A.   Present or Future Situations - will not or are not very likely to occur- Not Real, Not Possible,                                                                                                            Only Imaginary

If + past tense verb,     would or could   + verb stem

          Examples:

If I had a million dollars, I would go on a long vacation.

If I played professional baseball, I could make a lot of money.

B.  Verb To Be: Were

In Class Two Conditionals, when you need to use the verb To Be , always use were after if . (This is called the subjunctive.)

If + subject + were ,     would or could + verb stem.

If I were a bird, I could fly.

If she were my daughter, I would love her.

C.  Alternate Form for Present Hypothetical Situations: Were    

      Were may be used in place of if to form the Class Two Conditionals; however, this is usually only done in very formal situations.

Were + noun,     would or could + verb stem

                                           or    

Were + subject + infinitive,     would or could + verb stem

Examples:    

If you were an American, you would not take ESL classes. Were you an American, you would not take ESL classes.

If I were a woman, I could have a baby. Were I a woman, I could have a baby.

If I bought a new car, my wife would be happy. Were I to buy a new car, my wife would be happy.

If I went to Russia, I would visit Moscow. Were I to go to Russia, I would visit Moscow.

Class Three: Hypothetical

    A.  Past Situations - Did Not Happen, Not Real, Imaginary

If + past perfect tense, past tense modal (would have, could have, might have, should have + past participle of verb)

 Examples:

If I had won the lottery last week, I would have bought a new car.

If you had grown up in America, you could have learned English as a child.

B.  Alternate Form with Had

The meaning is the same using this form; however, it has a more elegant sound to it.

Had + subject + past participle of verb, past tense modal.

If I had known your address, I would have visited you. Had I known your address, I would have visited you.

If you had stayed in your native country, you would not have had me as your teacher. Had you stayed in your native country, you would not have had me as your teacher.  

       Please note that with this alternate form that the negative is formed by making the past participle negative.

If I hadn't prepared this handout, this lesson would have been more difficult for you to understand.

Had I not prepared this handout, this lesson would have been more difficult to understand.

If I hadn't gone to Tunisia, I might not have learned to speak French. Had I not gone to Tunisia, I might not have learned to speak French.

If I hadn’t prepared this handout yesterday, we wouldn’t have studied it today.

Had I not prepared this handout yesterday, we wouldn’t have studied it today.

Class Four: Mixed Hypothetical - Past Influences the Present or Future

    Both situations are imaginary. Neither one is a fact.

    A past hypothetical situation (imaginary, did not happen, or is contrary to fact) influences a present or future hypothetical situation. This is actually a combination of a Class Three Conditional and a Class Two Conditional.

Form:      

If + past perfect tense,     would or could + verb stem.

    If my grandmother had taught me to speak Italian when I was a little boy, I would speak Italian as well as a native speaker of Italian now.  However, she didn’t teach me to speak Italian.

    If you had stayed in your native country, you could not attend this school.  However, you didn’t stay in your native country.  You came to America and to my class.  

Class Five: Mixed Hypothetical - Past Possible Influences the Present or Future

    The condition might have happened.  If it did, we know the results.

    A past situation - possibly real, possibly happened, but you do not know or are not sure - influences a real present or future situation.  This is actually a combination of a  Class One, Past Real Conditional, and a Class One, Present/Future Conditional.

If + past tense,     present tense or future tense.

If my sister won yesterday's lottery, she is definitely happy today.

If he fixed his car this morning, he will come to the party tonight.

We don’t know if the condition is real (or if it did happen), but we do know that if it is in fact true, then the result is for sure real.

Exercise 11:  Answer the following questions about hypothetical situations in the past that did not happen, please.

1.  What would you have done for a living if you had stayed in your native country?

2.  Would you have had me for a teacher if you had gone to a different college?

3.  What would you have done today if you had stayed home and not come to class?

4.  Would you have learned English if you had not come to America?

5.  What kind of restaurant would you have gone to last weekend if you had decided to eat out instead of eating in?

6.  How would your life have been different if you had learned English very well before you came to the United States?

7.  What kind of clothes would you have worn to school if it had snowed last night?

8.  What would you have done differently if you had been smarter as a younger person?

9.  If your teacher hadn’t come to class today, what would you have done?

10.  What would you have done if there had been a fire in your house last night?

11.  What might you have bought last week if you had had extra money?

12.  If you had already learned English perfectly before you came to America, what would you have studied at university?

13.  If you had won a million dollars in the lottery in your country, would you have come to America?

Exercise 12:  Complete the following past hypothetical (unreal) sentences, using the correct verb tenses, please.

1.  My father and mother would have graduated from university if

2.  If I had been in Japan during the earthquake and tsunami,

3.  If I had been born in America,

4.  I would have learned English as a child if

5.  I could have stayed in my native country if

6.  If my friend hadn’t smoked all her life,

7.  If there had been class on Friday afternoon,

8.  If I had studied harder as a young student,

9.  My friend’s wife might have learned how to swim if

10.  I could have gone to the party last weekend if

11.  If I had known that the restaurant was so expensive,

12.  If I had been arrested last night,

13.  If America hadn’t gotten into a war with Iraq,

14.  My son might have bought a car last weekend if

Exercise 13:  Complete these sentences, please.  Be careful to use the correct verb tenses.

1.  If it rains tomorrow,

2.  If I saw a tiger running loose in Seattle,

3.  If I had had more money,

4.  If my mother wants to make some tea,

5.  If I had ten children,

6.  If I had lived a thousand years ago,

7.  If people always did what they were supposed to do,

8.  If your teacher had gone to jail for twenty years,

9.  If it is sunny tomorrow,

10.  If my friend asked me to do him a favor,

11.  If my teacher hadn’t given me this homework assignment,

12.  If I weren’t an ESL student,

13.  If I graduate from college,

14.  If I had looked at this handout,

15.  If this were not the last sentence in this homework assignment,

Exercise 14:  Answer these questions, please.  Make sure to use the correct verb tenses.

1.  If you were a teacher, would you give a lot of homework to students?

2.  Should you run into me during the weekend, will you say hello?

3.  Were you to win the lottery, would you give some of the money away?

4.  Had you been President Bush, would you have gone to war with Iraq?

5.  If you get a high-paying job, will you buy a house?

6.  Had you stayed in your country, what would you be doing right now?

7.  If your mother cooked food for you as a child, did you eat it?

8.  Were your teacher to assign a composition for homework, would you do it?

9.  Had you been born the opposite sex, would your name still be the same as it is now?

10.  Might you have learned English had you stayed in your native country?

11.  Could you study English if you were an elephant?

12.  If you weighed as much as an elephant, could you buy your clothes in a regular store?

13.  Had you gone on a two-week vacation last Friday, would you be in class today?

14.  If I had married your mother, what would your relationship to me be?

15.  Were you ten years younger, where would you be right now?

Exercise 15:  Complete the following sentences, please.

1.  If I hadn’t completed my homework assignment before I came to class,

2.  My friend would come for a visit to Seattle if

3.  Some people steal

4.  Had I known a long time ago what I know now,

5.  I would love to spend a lot of time traveling around the world

6.  If I knew how to cook as well as my friend,

7.  Were I to become injured in an accident,

8.  If I lost my job,

9.  If I wake up early tomorrow morning,

10.  Should I get a ticket for speeding,

11.  Had I won last week’s lottery,

12.  If my parents were alive,

13.  I would have gone to the cinema on Saturday evening if

14.  Had I received a raise in pay last week,

15.  Were this not the last sentence in this exercise,

bottom_desktop desktop:[300x250]

• English Grammar

Wishes and hypotheses

Level: intermediate

We use the verb wish or the phrase if only to talk about things which we want but which are not possible:

I wish I could see you next week. If only we could stop for a drink. I wish we had a bigger house. They are always busy. If only they had more time. John was very lazy at school. Now he wishes he had worked harder.

We use wish and if only with past tense forms :

• We use past tense  modals   would and could to talk about wishes for the future :

I don't like my work. I wish I could get a better job. That's a dreadful noise. I wish it would stop. I always have to get home early. If only my parents would let me stay out later.

• We use past simple and continuous  to talk about wishes for the present :

I don't like this place. I wish I lived somewhere more interesting. These seats are very uncomfortable. I wish we were travelling first class. I wish I was taller. John wishes he wasn't so busy. I'm freezing. If only it wasn't so cold.

• After I/he/she/it , we can use were instead of was :

I wish I was/were taller. John wishes he wasn't/weren't so busy. I'm freezing. If only it wasn't/weren't so cold.

• We use the past perfect  to talk about wishes for the past :

I wish I had worked harder when I was at school. Mary wishes she had listened to what her mother told her. I wish I hadn’t spent so much money last month.

MultipleChoice_MTY0NzM=

GapFillTyping_MTY0NzQ=

Hypotheses (things we imagine)

Expressions.

When we are talking about hypotheses, we use expressions like:

We use these expressions:

• with  present tense forms  to talk about the present or future  if we think something is likely to be true or to happen:

We should phone them in case they are lost. Those steps are dangerous. Suppose someone has an accident.

• with past tense forms  to talk about the present or future to suggest something is not likely to be true or to happen:

Imagine you won the lottery. What would you do with the money? What if he lost his job? What would happen then?

• with the past perfect   to talk about things in the past which did not happen :

Suppose you hadn't passed your exams. What would you have done? What if he had lost his job? What would his wife have said?

Modal verbs

We use modals   would and could for a hypothesis about the present or future :

We can't all stay in a hotel. It would be very expensive. Drive carefully or you could have an accident.

We use would in the main clause and the past tense in a subordinate clause for a hypothesis about the present or future :

I would always help someone who really needed help. I would always help someone if they really needed it.

We use modals with have to talk about something that did not happen in the past :

I didn't see Mary, or I might have spoken to her. It's a pity Jack wasn't at the party. He would have enjoyed it. Why didn't you ask me? I could have told you the answer.

We use would have in the main clause  and the past perfect in a subordinate clause to talk about something that did not happen in the past :

I would have helped anyone who had asked me. I would have helped you if you had asked me.

MultipleChoice_MTY0NzU=

GapFillTyping_MTY0NzY=

Hello Kirk Why do you use the simple past with wish with some verbs are correct with other verbs are incorrect and both meaning are not true examples about future those example are incorrect and I mean is not true I wish you came tomorrow I wish it rained tomorrow

and those example are correct and I mean is not true I wish John wasn't busy tomorrow I wish that we didn't need to work tomorrow

examples about present this example is incorrect and I mean is not true I wish it didn’t rain heavily now

this example is correct and I mean is not true I wish it wasn't raining heavily now I wish that I had a big house now I wish my students studied more ( I don't know about now or repeatedly or regularly )

I think with wish with simple past I use stative verbs only to talk about now and future and Non-stative verbs I use to talk about repeatedly or regularly same meaning simple present

• Log in or register to post comments

The difference between the first two sentences and the second two is that the second two are clearly referring to scheduled events; it's as if we're looking at a diary and can see that John is busy and that we have to work. The past tense refers to an unreal/untrue situation.

The first two sentences are unnatural. You could say 'I wish you were coming tomorrow'; the continuous tense has the same idea as the present continuous does for talking about the future. The second sentence is unnatural because we don't use the present simple to talk about the weather at a specific time like tomorrow; in the same line, we don't use the past simple to refer to an unreal event at a specific time.

The fifth sentence is not correct because it's a simple tense. We use continuous tenses to talk about the weather at a particular time like now.

Hope this helps.

Best wishes, Kirk LearnEnglish team

Hello Team Do stative verbs with the simple past mean now and also the future and means simple present habits and facts? I wish I was taller means now I wish John wasn't busy tomorrow means future I wish that he didn't need to work all my life means simple present habits and facts but with Non-stative verbs with simple past can not use for now and future I can use only for mean simple present habits and facts

• 'I wish I was taller.' 
• 'I wish John wasn't busy tomorrow.' 
• 'I wish that he didn't need to work all my life.'

As you say, 1 refers to the present. It's a wish about your height now.

As you say, 2 refers to the future ('tomorrow').

In 3, the past verb form 'didn't need' refers to the present. It means that he does need to work all my life, but you that you wish this was not true.

Unless I'm forgetting something, it doesn't matter whether the verb after 'I wish' is stative or not. Non-stative verbs have similar meanings to 1-3 above. For example, 'I wish we were travelling first class' is very similar to 3. Or 'I wish my students studied more' also refers to a present situation and talks about a situation that is not true.

Does that answer your question?

Hello, how are you? Can you tell me if I have understood correctly? 1 - I wish my English would get better with more practice → I think it"s impossible 2 - I hope my English will get better with more practice → I think it's possible Thank you in advance and happy new year! Fanny

Hello Pompsinette,

Yes, those sentences are correct. However, the first one does not mean that it is impossible but rather than it is not happening yet. That means a dialogue like this is possible:

A: I wish my English would get better with more practice, but it just doesn't seem to be happening. B: Don't give up! Sometimes you don't see any progress and then suddenly there's a leap forwards!

The LearnEnglish Team

Hi, I have a few questions: 1) When I say I wish it would stop raining, does it mean it won't happen ( it probably won't stop raining) 2) If yes, does 'wish' prefer something likely to happen while 'hope' prefers something unlikely to happen 3) When I say "I wish you a good day" and "I hope you have a good day", is there any difference in the meaning like the probabilities of something will happen? Thanks in advance

Hello wkey12,

1) It means a) that it is raining and b) that you expect it to continue raining. You don't like the situation but you're pretty sure that it will continue.

2) We use 'wish [that]' to speak about something we would like to happen but which we consider unlikely. Your previous sentence about the rain is a good example. It can also be used to speak about a regret, i.e. a wish that something was different in the past: 'I wish I had worked harder in school. Now I could get a better job if I had.'

3) The use of 'wish' in 'I wish you a good day' is different from 2. In this case, 'wish' means 'hope you have'. Except for its use in some set expressions (e.g. 'I wish you a Merry Christmas' or 'Wishing you a happy birthday'), this use of 'wish' as a verb is unusual in most situations nowadays. There is no difference in meaning or probability between the two forms. The difference is that 'wish' is a form we don't use nearly as much as 'I hope'.

Great questions!

All the best, Kirk LearnEnglish team

Hello can I use past simple for future examples I wish it rained tomorrow I wish you came tomorrow I wish I stayed with you longer is this correct ?

No, the past tense forms here don't express wishes for the future. Instead, they communicate the idea of something that doesn't exist or isn't true or possible:

• 'I wish it were raining' means that it's not raining now but that I want it to rain
• 'I wish you could come tomorrow' means that I would like you to come tomorrow but you cannot
• 'I wish I could stay with you longer' means I'd like to stay longer but I can't

We often use 'hope' to express wishes for the future. So your sentences should be something like:

• 'I hope it rains tomorrow'
• 'I hope you come tomorrow'
• 'I hope I can stay with you longer'

Does that make sense?

Please help me know which sentence is correct: It rains heavily, so I can’t go out. I wish it didn’t rain heavily so that I can go out. Or I wish it didn’t rain heavily so that I could go out.

Hi Rita_79,

If you are talking about rain at this moment (the moment of speaking), it would be better to use a continuous form (e.g.  It's raining ). Simple forms ( it rains  = present simple;  it didn't rain  = past simple), mean the idea of raining repeatedly or regularly (e.g.  It rains very often in London ).

So, to talk about the rain right now, you can say either of these options.

• It's raining  heavily, so I can’t go out.
• I wish it wasn't raining heavily so that I could go out.  ("could" is needed, because this is an unreal action, not a real action)

I hope that helps.

LearnEnglish team

Hello respected team, school boards have the power to change this situation. Were they, for example, to mandate that every school employ a nutritionist to oversee cafeteria offerings as well as conduct healthy eating workshops, this could easily change the reality on the ground and going forward. The sentence "Were they, for example, to mandate that every school.." why "were" is in the beginning of the sentences? Where can I read about this? Thank you

Hi Hosseinpour,

This structure is called an inverted second conditional. The meaning is the same as "If they mandated that ..." or "If they were to mandate that ...". You can read more about this on our new C1 grammar page, Inversion and conditionals (linked) . 

I hope it helps.

Thank you sir for the help and time. Thank you

Hi, I have a wonder. In this article, you say 'when we talk about wishes for futures, we use wish + would/ could", but in a video of BBC Learning (I attached the link below), they say "we use 'hope' for wishes in the futures'. Can you explain this difference? Thanks! https://www.youtube.com/watch?v=LJcXRxy-nDU

Hello janele9284,

We use wish + could/would to talk about situations in the future that we do not believe will come true. In this sense they are true wishes, not expectations or beliefs. In all of the examples on the page, the situation is one in which the desired outcome is a dream or fantasy, not a reality:

I don't like my work. I wish I could get a better job. [...but I can't] That's a dreadful noise. I wish it would stop. [...but it won't] I always have to get home early. If only my parents would let me stay out later. [...but they won't ]

Hope (or other verbs like want, desire, plan, mean, intend, expect etc) suggests that something is a realistic possibility. We have some optimism that it can occur. For example:

I hope I win the lottery! [I have a ticket - there's a chance] I wish I could win the lottery! [I don't believe it will happen - in fact, I may not even have a ticket]

Hi! What verbs would you use in a sentence where another clause is inside a hypothetical clause? For example:

I wish that the class were one of the one that was offered to everyone.

Should the "was" be another "were"? "that were offered to everyone"? "that would be offered to everyone"? Which of these is most right?

Hello bbctol,

The correct sentence would be as follows:

I wish that the class were one of the ones that was offered to everyone.

Inside the relative clause here (that was offered...) there is no hypothetical meaning. It has an adjectival function providing a description of the preceding noun phrase.

Dear teacher, I have a question about the usage of wish in the present and in the future. I think they should be all the wish in the future, due to it's contrary to the fact of this moment, nothing is real now, so can I use all the present wish with wish structure in the future (with "would", "could") ?. For example, I'd use lesson examples:

I don't like this place. I wish I lived somewhere more interesting. ==> Can I say : I don't like this place. I wish I could live somewhere more interesting ? John wishes he wasn't so busy. ==> Can I say : John wishes he wouldn't be so busy. Don't you ever wish you ___ more free time? ==> the answer is "had", but I want another answer, can I say Don't you ever wish you could have more free time ?

Hello lien.t,

Re: 1, you can say both 'I wish I lived' and 'I wish I could live', but there is a slight difference in meaning. 'I wish I could live' focuses on your ability to live in a different place -- perhaps, for example, you have the money to live in a different city, but you need to stay where you are so that you can take care of your elderly parents. 'I wish I lived' doesn't focus on ability; it's less specific.

Re: 2, we don't typically use 'I wish I would + verb' but instead 'I wish I verb-ed' (past form). We do use 'I wish (some other subject) + would + verb'. In this case, 'would' expresses the idea of the person or object not being willing to act as we wish. This is mentioned on our Wishes: 'wish' and 'if only' page.

3 is similar to 2. It's not correct to say 'John wishes he wouldn't be so busy'.

Re: 4, yes, you could also say 'could have'. It's similar to 1.

Does that help make sense of it?

Dear teacher Kirk, yes I can understand now. Thank you so much!

Hello, About the verb "wish", in the present tense form, for something is likely to be true or to happen. In the two sentences below: I wish my English becomes better with practice or I would like my English to become better with practice Is there any difference, or is the meaning the same?

Thanks for your reply.

Hello User_1,

'I wish my English becomes better with practice' is not correct -- we use a past form of some sort after 'wish' to express the idea of unreality, i.e. that things are not how we want them to be. I don't know Italian, but in Spanish and Catalan, for example, a subjunctive form is used to express this idea; in English, we use a past form as a kind of subjunctive form for the same purpose.

So you could say ' I wish my English became better with practice' and that would be correct. This expresses a wish that you don't think can be fulfilled; it means that your English is not improving despite your practice.

Or you use 'I hope' to express a wish for the future: ' I hope my English becomes better with practice'. This expresses a wish that you do think can be fulfilled.

I hope this helps you.

Hello Kirk, I am really sorry for my mistake. I got confused. Thanks for your explanation.

For sure, I prefer the expression "I hope my English becomes better with practice", and I hope this becomes reality.

All the best

No need to apologize! Making mistakes is an essential part of the learning process and I'm glad the explanation was useful.

Which one correct 1. It is raining outside. I wish I slept I wish I was sleeping

Hi MirnaS,

It should be  I wish I was sleeping  - because the idea is sleeping as a continuous action going on at the moment of speaking.

I hope that helps!

Hello everyone!

I have a question about “wish” when it refers to present and past. Here’s a situation:

Robin: I go to work by car. How do you go to work? Jack: I always go to work on my foot. I wish I went to work by car.

Robin: I don’t smoke. What about you? Jack: I smoke. I wish I didn’t smoke.

Do these wish sentences are correct If we consider them as a state?

Hello khaledA15,

Yes, those sentences are fine. You can also use modal verbs to refer to possibility:

I wish I could go to work by car but it's not possible.

I wish I was able to stop smoking, but it's too difficult.

Thank you so much for this clarification

Please help I am so confused about this kind of sentences: The situation is: I did not pass the exam just now. Can I say: 1) I wish I passed the exam as a present wish. Or 2) I wish I had passed the exam as a past regret. ???

Hello AboodKh9,

After 'wish' we move the tense (time reference) backwards to show that we are talking hypothetically. Thus, a wish or regret about the present uses past:

I wish I was taller! [wishing something about the present]

A wish or regret about the past uses past perfect:

I wish I had passed the exam.

Thank you, and I appreciate your effort. But I want to know exactly about this situation: After I took my exam mark and I failed, I said "I wish I passed" it's correct or not?!

I will be so grateful if you clarify it to me.

Hello AboodKh9,

No, you need to use the past perfect as passing the exam was an act in the past:

Let me wrap it up,please.When we don't know about the result of an event so that we could wish for something different, we use 'hope',whether it's in the past ,present or future.Like: I hope you did well on your test.(hope for a past event) I hope you do/will do well on your test.(hope for a present or future event) Did I get it right,Sir?

Hi Sajatadib,

Yes, that's right!

Hello dear teachers,I've got a question concerning "hope".As it's been said in one of the comments,"hope" is used when the action is possible, but are these sentences correct: I hope you will win the game.( hope for the future) I hope you win the game.( hope for the present or future) Many thanks.

Hello Sajatadib,

We generally use the present simple after 'hope' ('I hope you win the game') and so I would recommend that version, but it's OK to use 'will' ('I hope you will win the game').

All the best, Kirk The LearnEnglish Team

Hello! Could you please explain the difference between usage wish and past perfect and would + present perfect (modals with have) for actions which didn't happen in the past? like: Suppose you hadn't passed your exams. What would you have done? Suppose you wouldn't have passed your exams. What would you have done?

Hi Kristina Karp,

Traditionally, only the first sentence is correct. So, if you are taking an exam (for example), I would recommend using that structure.

However, in modern English usage, it is becoming fairly common to use "would" as in your second sentence. Here's another example: " If you would have called me , I would have helped you." This is usually heard in speaking, especially in informal situations, but there are many people who consider it incorrect too. In any case, the meaning is the same as the first sentence.

It's a bit complicated but I hope that helps!

Hello there, I wanted to know if we could use wish with simple present tense like "I wish I score good mark" and if yes what does it imply or mean by that. Thanks

Hello NobelZ,

To express a wish that we think is possible but we don't know will happen or not, we actually use 'hope' (+ present simple) instead of 'wish': 'I hope I score a good mark'. We can also use this same structure to express good will or intentions to others, e.g. 'I hope you get a good mark on your exam'.

It's also possible to use 'wish' to express good will, but the structure is different. We can say 'I wish you success on your exam' ('wish' + indirect object 'you' + direct object 'success on your exam').

More often, we use 'wish' to speak about a wish that we regard as not possible. That is the grammar explained on this page. If you wished you could get a good mark on an exam but see it as impossible, the most direct way of saying it is probably 'I wish I could get a good mark'.

Good morning! I wanted to know if 'I wish you to be quiet' and 'I wish that you will be quiet' mean the same. Thanks in advance!

Actually, the second sentence should be "I wish (that) you WOULD be quiet" (use "would" with past forms to say your wishes for the future. See the examples on the page above).

Yes, it means the same things as your first sentence, but the first sentence is more formal in style than the second. :)

Jonathan The LearnEnglish Team

Hi Ahmed Imam,

Both are grammatically correct, but I would choose  would here.  Would  refers to the person's willingness. The sentence is asking the person to try a bit harder to hurry.

Could  refers to the person's ability.  I wish you could hurry  means that, for some reason, the person is unable (not just unwilling) to hurry. So, I think the  would  option would be the more common situation.

Yes, I agree with your colleague. The two options both make sense, but they have slightly different meanings:

• I wish I had been rich, ...  - this third conditional structure shows an imagined  past situation. In the sentence, 'being rich' refers specifically to the time when I borrowed the money (i.e., 'If I had been rich at that time , ...'). It sounds like the borrowing did not happen recently.
• I wish I were rich, ... - this second conditional structure shows an imagined (i.e. unreal) present situation, i.e. being rich now. We might use this if the borrowing happened recently.

Online courses

Group and one-to-one classes with expert teachers.

Learn English in your own time, at your own pace.

One-to-one sessions focused on a personal plan.

Get the score you need with private and group classes.  

Statistics Made Easy

How to Write Hypothesis Test Conclusions (With Examples)

A   hypothesis test is used to test whether or not some hypothesis about a population parameter is true.

To perform a hypothesis test in the real world, researchers obtain a random sample from the population and perform a hypothesis test on the sample data, using a null and alternative hypothesis:

• Null Hypothesis (H 0 ): The sample data occurs purely from chance.
• Alternative Hypothesis (H A ): The sample data is influenced by some non-random cause.

If the p-value of the hypothesis test is less than some significance level (e.g. α = .05), then we reject the null hypothesis .

Otherwise, if the p-value is not less than some significance level then we fail to reject the null hypothesis .

When writing the conclusion of a hypothesis test, we typically include:

• Whether we reject or fail to reject the null hypothesis.
• The significance level.
• A short explanation in the context of the hypothesis test.

For example, we would write:

We reject the null hypothesis at the 5% significance level.   There is sufficient evidence to support the claim that…

Or, we would write:

We fail to reject the null hypothesis at the 5% significance level.   There is not sufficient evidence to support the claim that…

The following examples show how to write a hypothesis test conclusion in both scenarios.

Example 1: Reject the Null Hypothesis Conclusion

Suppose a biologist believes that a certain fertilizer will cause plants to grow more during a one-month period than they normally do, which is currently 20 inches. To test this, she applies the fertilizer to each of the plants in her laboratory for one month.

She then performs a hypothesis test at a 5% significance level using the following hypotheses:

• H 0 : μ = 20 inches (the fertilizer will have no effect on the mean plant growth)
• H A : μ > 20 inches (the fertilizer will cause mean plant growth to increase)

Suppose the p-value of the test turns out to be 0.002.

Here is how she would report the results of the hypothesis test:

We reject the null hypothesis at the 5% significance level.   There is sufficient evidence to support the claim that this particular fertilizer causes plants to grow more during a one-month period than they normally do.

Example 2: Fail to Reject the Null Hypothesis Conclusion

Suppose the manager of a manufacturing plant wants to test whether or not some new method changes the number of defective widgets produced per month, which is currently 250. To test this, he measures the mean number of defective widgets produced before and after using the new method for one month.

He performs a hypothesis test at a 10% significance level using the following hypotheses:

• H 0 : μ after = μ before (the mean number of defective widgets is the same before and after using the new method)
• H A : μ after ≠ μ before (the mean number of defective widgets produced is different before and after using the new method)

Suppose the p-value of the test turns out to be 0.27.

Here is how he would report the results of the hypothesis test:

We fail to reject the null hypothesis at the 10% significance level.   There is not sufficient evidence to support the claim that the new method leads to a change in the number of defective widgets produced per month.

Additional Resources

The following tutorials provide additional information about hypothesis testing:

Introduction to Hypothesis Testing 4 Examples of Hypothesis Testing in Real Life How to Write a Null Hypothesis

Featured Posts

Hey there. My name is Zach Bobbitt. I have a Masters of Science degree in Applied Statistics and I’ve worked on machine learning algorithms for professional businesses in both healthcare and retail. I’m passionate about statistics, machine learning, and data visualization and I created Statology to be a resource for both students and teachers alike.  My goal with this site is to help you learn statistics through using simple terms, plenty of real-world examples, and helpful illustrations.

Leave a Reply Cancel reply

Your email address will not be published. Required fields are marked *

• Top1000 word
• Top5000 word
• Conjunction
• Sentence into pic

Hypothesis in a sentence

• 某某   2016-01-13 联网相关的政策
• improvement  (238+32)
• on balance  (53)
• wicked  (168+7)
• handlebar  (25)
• rainy  (165+9)
• trudge  (41+1)
• checkpoint  (102)
• events  (166+80)
• courage  (289+31)
• blizzard  (120+5)
• weary  (158+11)
• rationalize  (57+1)
• refund  (173+13)
• pack up  (56)
• at dusk  (69+1)
• university  (168+75)
• outdoors  (157+12)
• be concerned about  (42)
• on one's own  (38)
• aristocrat  (50)

Use the drop-down menu to correctly complete the sentence: If the test statistic does not fall within the critical region, then we [ Select ] [ Select ] Accept the null hypothesis Fail to reject the null hypothesis Reject the null hypothesis Accept the alternative hypothesis

Expert verified solution.