When measuring arrival times for class, we can use a specific measurement of any given late student to best determine:

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When we talk about measuring arrival times for class, the goal is to interpret lateness in context and decide if a student’s lateness is atypical compared to a baseline or norm.
Option 1: '...whether the student dropped their books.' While dropping books could be a one-time incident contributing to tardiness, measuring arrival times to determine this generally isn’t the primary or most informative purpose. It focuses on a single triggering event rather than the overall pattern of lateness.
Option 2: '...whether the student was delayed in multiple ways before arriving at class.' This could be a plausible contributing factor in some cases, but measuring arrival times across many days or students is more directly aimed at identifying whether lateness is unusual overall, rather than attributing it to multiple specific delays for one instance.
Option 3: '...whether the student is a science student.' Course subject area has no direct bearing on whether lateness is unusual; this option misinterprets the purpose of timing analysis and does not address lateness patterns.
Option 4: '...whether the student is unusual in their lateness.' This is the core objective of measuring arrival times: to assess whether a given lateness is an outlier or follows a normal distribution within the class, indicating unusual lateness that might warrant further attention or support.
In summary, the measurement of arrival times is most informative for determining whether lateness is unusual, rather than attributing causes, identifying course type, or focusing on isolated triggering events. The emphasis is on pattern and deviation from the norm, which is captured by option 4.

PSYC20007_2025_SM2 Goals of Statistical Testing II

When measuring arrival times for class, we can use a specific measurement of any given late student to best determine:

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