Proportion z-test practice problems
By Jude Wallis · Published
This set has 8 problems on one-proportion and two-proportion z-tests: writing hypotheses, checking conditions, computing the test statistic with a pooled standard error for two-sample tests, finding the p-value, and stating a conclusion in context. Solve each on paper, then open the steps.
AP Statistics: Unit 3 (topics 3.5 Setting Up a Test for a Population Proportion, 3.6 p-Values, 3.7 Carrying Out a Test for a Population Proportion, 3.12 Setting Up a Test for the Difference Between Two Population Proportions, 3.13 Carrying Out a Test for the Difference Between Two Population Proportions). These problems cover the one-proportion z-test (Unit 3 topics 3.5 to 3.7) and the two-proportion z-test with a pooled standard error (topics 3.12 to 3.13) in the Fall 2026 AP Statistics course. Unit 3 is 15 to 25% of the multiple-choice section.
What these problems build
These 8 problems build the full workflow of a significance test for proportions: stating the null and alternative hypotheses, checking the random, 10%, and large-counts conditions, computing the standardized test statistic, finding a p-value from the standard normal curve, and writing a conclusion in context. The first problems use a one-proportion z-test, which compares a single sample proportion (read 'p-hat', the successes divided by the sample size ) to a claimed value . The later problems use a two-proportion z-test, which compares two groups and builds its standard error from the pooled proportion , the combined success rate found by assuming the two proportions are equal. Throughout, is the test statistic and (alpha) is the significance level you compare the p-value against.
Work each problem with the four-step State, Plan, Do, Conclude structure before opening the solution. For the setup, conditions, and formulas, read one-proportion vs two-proportion z-test, and check your arithmetic with the proportion z-test calculator. More sets are on the practice page.
Problem 1
A neighborhood bakery believes that 25% of its customers order a gluten-free item. In a random sample of 160 customers, 32 order a gluten-free item. At , is there convincing evidence that the true proportion of gluten-free orders differs from 0.25?
Show the worked solution
State. Let be the true proportion of the bakery's customers who order a gluten-free item. versus , with .
Plan. One-proportion z-test. Random: the 160 customers are a random sample. 10%: 160 is less than 10% of all the bakery's customers. Large counts under : and , both at least 10.
Find the sample proportion. .
Find the standard error from . .
Find the test statistic. .
Find the p-value. Two-sided, so p-value .
Conclude. Since , fail to reject . There is not convincing evidence that the true gluten-free order rate differs from 25%.
, two-sided p-value . Fail to reject at ; no convincing evidence the gluten-free order rate differs from 25%.
Problem 2
A dental office has historically had a 15% appointment no-show rate. After it starts sending text-message reminders, a random sample of 200 appointments has 22 no-shows. At , is there convincing evidence that the reminders lowered the no-show rate below 0.15?
Show the worked solution
State. Let be the true no-show proportion after reminders. versus , with .
Plan. One-proportion z-test. Random: the 200 appointments are a random sample. 10%: 200 is less than 10% of all the office's appointments. Large counts under : and , both at least 10.
Find the sample proportion. .
Find the standard error from . .
Find the test statistic. .
Find the p-value. Left-tailed, so p-value .
Conclude. Since , fail to reject . Even though the sample rate fell to 11%, there is not convincing evidence that the reminders lowered the true no-show rate.
, p-value . Fail to reject at ; the drop to 11% is not strong enough to conclude the reminders lowered the no-show rate.
Problem 3
Nationally, 70% of first-year students at a university return for a second year. After a new peer-mentorship program, a random sample of 250 first-year students shows 190 who return. At , is there convincing evidence that the return rate under the program is greater than 0.70?
Show the worked solution
State. Let be the true second-year return proportion under the mentorship program. versus , with .
Plan. One-proportion z-test. Random: the 250 students are a random sample. 10%: 250 is less than 10% of all first-year students. Large counts under : and , both at least 10.
Find the sample proportion. .
Find the standard error from . .
Find the test statistic. .
Find the p-value. Right-tailed, so p-value .
Conclude. Since , reject . There is convincing evidence that the true return rate under the program is greater than 70%.
, p-value . Reject at ; convincing evidence the second-year return rate exceeds 70%.
Problem 4
An online store runs an experiment on its checkout button color. Of 300 visitors randomly shown a green button, 66 complete a purchase; of 300 visitors randomly shown an orange button, 90 complete a purchase. At , is there convincing evidence that the two button colors lead to different purchase rates?
Show the worked solution
State. Let and be the true purchase proportions for the green and orange buttons. versus , with .
Plan. Two-proportion z-test. Random: visitors were randomly assigned a button color, so the groups are independent. Large counts: use the pooled proportion ; the expected counts and for each group are all at least 10.
Find the sample proportions. and .
Find the pooled standard error. .
Find the test statistic. .
Find the p-value. Two-sided, so p-value .
Conclude. Since , reject . There is convincing evidence that the two button colors lead to different purchase rates.
, , two-sided p-value . Reject at ; convincing evidence the button colors differ in purchase rate.
Problem 5
A public health worker compares flu-vaccination rates at two high schools. An independent random sample of 200 students at School A includes 128 who are vaccinated; an independent random sample of 200 students at School B includes 108 who are vaccinated. At , is there convincing evidence that School A has a higher vaccination rate than School B?
Show the worked solution
State. Let and be the true vaccination proportions at School A and School B. versus , with .
Plan. Two-proportion z-test. Random: two independent random samples, each less than 10% of its school. Large counts: pooled proportion ; expected counts and for each group are all at least 10.
Find the sample proportions. and .
Find the pooled standard error. .
Find the test statistic. .
Find the p-value. Right-tailed, so p-value .
Conclude. Since , reject . There is convincing evidence that School A has a higher vaccination rate than School B.
, , p-value . Reject at ; convincing evidence School A's vaccination rate is higher than School B's.
Problem 6
A seed company advertises that 90% of its wildflower seeds germinate. A gardener plants a random sample of 120 of these seeds and 102 germinate. (a) State the hypotheses. (b) Check the conditions. (c) Find the test statistic and p-value. (d) At , is there convincing evidence that the true germination rate is less than 90%?
Show the worked solution
(a) Let be the true germination proportion for the company's seeds. versus , with .
(b) One-proportion z-test. Random: the 120 seeds are a random sample. 10%: 120 is less than 10% of all seeds the company produces. Large counts under : and , both at least 10.
(c) Sample proportion and standard error. , and .
(c) Test statistic. .
(c) p-value. Left-tailed, so p-value .
(d) Conclude. Since , reject . There is convincing evidence that the true germination rate is less than the advertised 90%.
(a) , ; (c) , p-value ; (d) reject , convincing evidence the germination rate is below 90%.
Problem 7
A gym tests two welcome emails to see which gets more new members to book a first class. Of 350 members randomly sent Email A, 84 book a class; of 400 members randomly sent Email B, 120 book a class. (a) At , is there convincing evidence that the two emails lead to different booking rates? (b) Describe what a Type I error would mean here, and say whether the decision in part (a) could have produced one.
Show the worked solution
(a) State. Let and be the true booking proportions for Email A and Email B. versus , with .
(a) Plan. Two-proportion z-test. Random: members randomly assigned an email, so groups are independent. Large counts: pooled ; expected counts , , , are all at least 10.
(a) Sample proportions. and .
(a) Pooled standard error. .
(a) Test statistic and p-value. , so the two-sided p-value .
(a) Conclude. Since , fail to reject . There is not convincing evidence that the two emails lead to different booking rates.
(b) A Type I error would mean concluding the two emails have different booking rates when in truth they are equal. A Type I error can happen only when you reject ; because part (a) failed to reject , this decision could not have produced a Type I error, though it could be a Type II error if a real difference exists.
(a) , , p-value ; fail to reject , no convincing evidence the emails differ. (b) A Type I error means calling the emails different when they are equal; failing to reject cannot produce one.
Problem 8
A clinic compares text-message and mailed reminders for getting patients to a follow-up visit. Of 240 patients randomly assigned text reminders, 156 attend; of 240 patients randomly assigned mailed reminders, 132 attend. (a) At , is there convincing evidence that text reminders give a higher attendance rate? (b) Would your conclusion change at ? (c) Interpret the p-value in context.
Show the worked solution
(a) State. Let and be the true attendance proportions for text and mailed reminders. versus , with .
(a) Plan. Two-proportion z-test. Random: patients randomly assigned a reminder type, so groups are independent. Large counts: pooled ; expected counts and for each group are all at least 10.
(a) Sample proportions and standard error. , , and .
(a) Test statistic and p-value. , so the right-tailed p-value .
(a) Conclude. Since , reject . There is convincing evidence that text reminders give a higher attendance rate than mailed reminders.
(b) At , the p-value , so you fail to reject . The same data no longer clear the stricter cutoff, so the conclusion changes to no convincing evidence of a higher rate.
(c) Interpret the p-value. If the two reminder methods truly produced equal attendance rates, there would be about a 1.25% chance of seeing the text group's attendance proportion exceed the mail group's by at least this much from the random assignment alone.
(a) , , p-value ; reject , text reminders show a higher attendance rate. (b) At you fail to reject, so the conclusion changes. (c) About a 1.25% chance of a gap this large if the methods were equally effective.