Pupils’ School Performance and Their Cognitive Abilities to Solve Problems


  • Eva Hejnová Faculty of Science, University of Jan Evangelista Purkyně in Ústí nad Labem
  • Petr Eisenmann Faculty of Science, University of Jan Evangelista Purkyně in Ústí nad Labem https://orcid.org/0000-0003-4492-5569
  • Lucie Loukotová Faculty of Science, University of Jan Evangelista Purkyně in Ústí nad Labem
  • Jiří Přibyl Faculty of Science, University of Jan Evangelista Purkyně in Ústí nad Labem https://orcid.org/0000-0001-9453-0907




Culture of problem solving, lower secondary school, mathematics education, school performance, scientific reasoning


The paper describes the results of a study whose main aim was to find the correlation between a pupil’s school grades in Czech language (native), mathematics and physics and pupils' cognitive predispositions to problem solving in science and mathematics diagnosed by the Lawson Classroom Test of Scientific Reasoning and the Culture of Problem Solving test. The total of 180 pupils from the Czech Republic aged 14–15 took part in this study.

The results show that pupils with better grades in the monitored subjects achieve better results in both tests. It also turns out that there are generally statistically insignificant differences between the results of pupils assessed by grades 1 or 2, and between the results of pupils assessed by grades 3 or 4. Pupils’ performance in the two tests might help to strengthen the objectivization of grading at school. They might also help to identify the indicators important for the development of problem-solving skills. The research specifically points at the need of developing algebraic thinking, conception of infinity, spatial imagination, geometric imagination in the plane, proportional reasoning and the abilities of the control of variables.


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How to Cite

Hejnová, E., Eisenmann, P., Loukotová, L. and Přibyl, J. (2024) ’Pupils’ School Performance and Their Cognitive Abilities to Solve Problems’, Journal on Efficiency and Responsibility in Education and Science, vol. 17, no. 1, pp. 55–66. https://doi.org/10.7160/eriesj.2024.170105



Research Paper