Parental involvement in STEM: Impact on preschoolers’ mathematical-computational thinking and creativity
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Parental involvement can support early cognitive skills, but its role in STEM education is not well understood. This study examines the impact of parental involvement in early childhood STEM education on mathematical-computational thinking and creativity in 5-year-old children. Using a quasi-experimental design, 28 preschoolers were divided into intervention and comparison groups. The intervention group participated in a 16-week structured STEM program, which included classroom activities and home-based tasks with parents. Data were collected using the Preschool Mathematical and Computational Thinking Observation Form and the Integrated Creative Test for Preschoolers-Creative Thinking Ability Section. Pretest scores showed group similarity, while post-test results revealed significant improvements in mathematical-computational thinking and creativity within the intervention group. Wilcoxon Signed Rank and Mann–Whitney U tests confirmed these findings, demonstrating a large effect size. The results highlight the importance of structured parental involvement in STEM education and provide insights into designing accessible home–school learning environments.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.008 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it