The Relationship between Piaget-Type Questionnaire Scores and Academic Achievements of Engineering Freshmen

The role of cognitive development, as measured by Piaget-type questionnaire scores, in the prediction of freshman engineering academic achievement is discussed. It is pointed out that, since cognitive development is a relevant students' attribute in performance in the university, more attention should be paid by university teachers in selecting classroom activities and course content appropriate to the actual level of the students' intellectual development.