| dc.description.abstract | This study takes an explorative approach to comparing students’ and teachers’ judgment accuracy and their corresponding use of cues. The first task students had to perform, consisted of reading six explanatory texts. The sample of students was divided into two conditions; the no diagram and the diagram completion task. In the diagram completion task, students were provided with a pre-structured diagram for each text. The students could score on three cue-utilizations; omission error, commission error, and correct. The no diagram condition got a filler task, consisting of a puzzle. Both students and teachers were asked to provide judgments of comprehension for each text the student has read. The title of the text was presented, with the question of how many questions of the text they expect to answer correct on the test, which they got afterwards. An independent samples t-test compared students and teachers on their judgment accuracy. Differences between students and teachers regarding judgment accuracy was measured by a MANOVA, explaining the differences in cue-utilization. The ANCOVA moderation analyses showed the effect of cue-utilization on the relation between judgment accuracy and students and teachers. Lastly, a t-test was performed to compare the diagram completion task with the no diagram condition.
The differences between students and teachers regarding judgment accuracy, measured by a t-test, was found significant. Teachers scored higher on judgment accuracy than the students. The MANOVA showed a significant difference for cue-utilization count omission and commission. Correct was not significant and is excluded from further analyses. The ANCOVA moderation analyses showed that the cues omission and commission had a positive effect on the relation between judgment accuracy and students and teachers. Differences in the scores of the diagram completion task and the no diagram condition, measured by a t-test, is found significant for the diagram completion task. | |
