A Study on the Relationships of Piagetian Cognitive Development, Moral Development, peer Interaction, and Academic Achievement of Elementary School Students in Kasetsart University Laboratory School.

Abstract

The main purposes of this study were to study the relationship among these variables, namely, the concrete cognitive development, moral judgement, peer interaction, and academic achievement of the elementary level students in Kasetsart University Laboratory School, and to compare the moral judgement, peer interaction, and academic achievement between students who are at the nonconcrete stage of cognitive development and those at the concrete operational stage. The results of this study in dicated that there were positive correlations among all variables at the. 01 significant difference level. Students who are categorized in the concrete operational group scored higher than those in the nonconcrete operational group in moral judgement, peer interaction, and academic achievement, and there was significant difference. It is concluded from this study that students development in concrete operation, moral judgement, peer interaction and academic. It is only when teachers, counselors, and educators take all these aspects into consideration can we have effective teaching and learning environment.