All null hypotheses include an equal sign in them.

A null hypothesis (H0) exists when a researcher believes there is no relationship between the two variables, or there is a lack of information to state a scientific hypothesis. This is something to attempt to disprove or discredit.

Looking for some examples of hypothesis? A number of great examples are found below.

How do you know which hypothesis to put in H0 and which one to put in Ha? Typically, the null hypothesis says that nothing new is happening; the previous result is the same now as it was before, or the groups have the same average (their difference is equal to zero). In general, you assume that people’s claims are true until proven otherwise. So the question becomes: Can you prove otherwise? In other words, can you show sufficient evidence to reject H0?

Null Hypothesis Definition | Investopedia

Hypothesis Testing - Signifinance levels and rejecting or accepting the null hypothesis

The Monitor hypothesis explains the relationship betweenacquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.

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If you only want to see whether the time turns out to be greater than what the company claims (that is, whether the company is falsely advertising its quick prep time), you use the greater-than alternative, and your two hypotheses are

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CORRECTION: Perhaps because the Scientific Method and popular portrayals of science emphasize , many people think that science can't be done an experiment. In fact, there are ways to test almost any scientific idea; experimentation is only one approach. Some ideas are best tested by setting up a in a lab, some by making detailed observations of the natural world, and some with a combination of strategies. To study detailed examples of how scientific ideas can be tested fairly, with and without experiments, check out our side trip .

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In other words, we simply take out the word "positive", which implies the direction of our effect. In our example, making a two-tailed prediction may seem strange. After all, it would be logical to expect that "extra" tuition (going to seminar classes as well as lectures) would either have a positive effect on students' performance or no effect at all, but certainly not a negative effect. However, this is just our opinion (and hope) and certainly does not mean that we will get the effect we expect. Generally speaking, making a one-tail prediction (i.e., and testing for it this way) is frowned upon as it usually reflects the hope of a researcher rather than any certainty that it will happen. Notable exceptions to this rule are when there is only one possible way in which a change could occur. This can happen, for example, when biological activity/presence in measured. That is, a protein might be "dormant" and the stimulus you are using can only possibly "wake it up" (i.e., it cannot possibly reduce the activity of a "dormant" protein). In addition, for some statistical tests, one-tailed tests are not possible.

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The Input hypothesis is Krashen's attempt to explain how thelearner acquires a second language – how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'.According to this hypothesis, the learner improves and progresses when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. We can then define 'Comprehensible Input' as the target language that the learner would not be able to produce but can still understand. It goes beyond the choice of words and involves presentation of context, explanation, rewording of unclear parts, the use of visual cues and meaning negotiation. The meaning successfully conveyed constitutes the learning experience.