Types of hypothesis

Hypothesis may be classified into the following categories:

1.      Research hypothesis: When a prediction or an assumed relationship is tested by scientific methods, this is called the research theory. Research in theory is a predictive explanation with respect to an independent variable with a dependent variable. Usually, a research theory must contain at least one independent and a dependent variable. A research theory must be stated in a testable form for its correct evaluation. As emphasized, this form must imply a relationship between variables in a clear, concise and understandable language. Research theories are considered as taught or indirectly.
·          Hypothesis of direction: a theory that indicates the nature of the relationship or difference.
For example: "The achievements of Science by elementary computer learners are at a higher level than the lessons provided without a computer".
·          Unexplained theory: a theory of research that does not refer to the direction of the expected difference or relationship is an unexplained theory of research.
For example: "There will be differences in the adaptation of fathers and mothers to raising their children" or "There is a difference in the level of anxiety in adolescents with a high IQ and low IQ" are unintended research theories. Although these assumptions have a difference, the direction of the difference is not specified. A research theory can take a statistical form, a declarative form, a zero form or a question form.
2.      Statistical hypothesis: When it's time to test whether data is supported or rejected by research theory, it should be converted to a statistical hypothesis. Statistical hypothesis is given in statistical terms. Technically, in the context of inferential statistics, this is a statement about one or more parameters that measures the population studies. Statistics of hypotheses are usually given in terms of terms.
For example: "The average reading performance of third-grade students taught by method A is equivalent to the average population reading performance as described in method B." Therefore, we can say that statistical hypotheses relate to the educated population. We use inferential statistics to get conclusions about population values, although we only have access to a sample of participants. In order to use inference statistics, we need to translate the theory's research into a probable form called null theory. An alternative or explanatory indication implies a situation that matches when the null hypothesis is not true. The hypothesis mentioned will vary depending on whether it is a direct theory of research.
3.      Declarative hypothesis: When the researcher makes a positive statement about the outcome of the study, the theory takes the form of a form.
For example: "The academic achievement of extraverts is higher than introverts", is in the formulary. In this hypothesis, the researcher makes predictions based on his theoretical formulas of what should happen if the explanations of the behavior he gave his theory are correct.
4.      Null hypothesis: In the null form, the researcher makes a statement without a relationship. The theory "No significant difference between the academic performance of high school athletes and non-athletes," is an example of null hypothesis. Because null hypotheses can be statistically assessed, they are often referred to as statistical hypotheses. These are also called test hypotheses when declarative hypotheses are analyzed by statistics by converting them to zero form. It says that even if it seems right it is only because of unity. It is in the researcher to reject null hypothesis by showing that the outcome mentioned in the explanation of prophecy is happening and the whole is such that it is not easy to be denied by chance.
5.      Question form hypothesis: In the form of the question theory, one question asks what the outcome of the outcome will be instead of saying what is expected from the outcome. Suppose a researcher is interested in knowing whether programmed education is relevant to the child's anxiety test.
o   The explanatory form of theory may be: "Learning children through a material educational program will reduce their anxiety test".
o   The zero form is: "Learning children through programmed teaching material has no effect on their anxiety test." This statement shows that there is no connection between programmed instruction and anxiety tests.
The question form puts the statement in the form: "Does the teaching of children by programmed instruction lower their anxiety test?"