Abstract
The aim in this paper was to explore the cognitive abilities of students of pedagogical faculty and their relationship with academic achievement and whether their cognitive abilities are related more to the traditional didactic test (reflecting learned, crystallized abilities) or to the measure of tacit knowledge (extra-class low-effort activities that help to promote academic achievement). Paper presents two case studies using the same measure of cognitive abilities (Vienna matrix test) and tacit knowledge (participation in extra course activities), but at two different courses using different final exam tests. The results show only weak correlations between cognitive abilities and final evaluation in the given courses. Tacit knowledge served as better predictor of academic achievement and we found gender differences in strategies for enhancing academic achievement. The results are discussed in terms of difference between optimal and typical performance.
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