Presentation Title

The Effect of Parental STEM Intervention Workshop on Head Start Children's STEM Learning

Faculty Mentor

Dr. Yen

Start Date

17-11-2018 8:30 AM

End Date

17-11-2018 10:30 AM

Location

HARBESON 4

Session

POSTER 1

Type of Presentation

Poster

Subject Area

education

Abstract

The purpose of this study was to examine if parental STEM (Science, Technology, Engineering, and Mathematics) workshop participation increases Head Start children’s STEM learning. We hypothesized that children in the experimental group will show a higher gain in their cognitive development than their counterparts in the control group. Research showed a positive correlation between parent engagement in STEM and children's success in their STEM learning. A quasi-experimental, pre-post-intervention design was used in this study. Only parents in the experimental group received monthly STEM parent workshop training invitation. Parents from 11 Head Start classrooms participated in this study with five classrooms served in the experimental group. A survey with 35 five-point Likert items related to parents’ demographic information, their perception of STEM Activity, Impact, and Knowledge was used. The domain of cognitive development (11 items) from the Desired Results Developmental Profile (DRDP) was used to assess children’s STEM learning. Fifty parents from the experimental group filled out the pre-survey. The preliminary analysis showed that parents were not familiar with STEM knowledge, and parents did not understand their children’s STEM activities at school. However, the result also indicated that parents were aware of the importance of STEM education and its impact on their children’s future education.

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Nov 17th, 8:30 AM Nov 17th, 10:30 AM

The Effect of Parental STEM Intervention Workshop on Head Start Children's STEM Learning

HARBESON 4

The purpose of this study was to examine if parental STEM (Science, Technology, Engineering, and Mathematics) workshop participation increases Head Start children’s STEM learning. We hypothesized that children in the experimental group will show a higher gain in their cognitive development than their counterparts in the control group. Research showed a positive correlation between parent engagement in STEM and children's success in their STEM learning. A quasi-experimental, pre-post-intervention design was used in this study. Only parents in the experimental group received monthly STEM parent workshop training invitation. Parents from 11 Head Start classrooms participated in this study with five classrooms served in the experimental group. A survey with 35 five-point Likert items related to parents’ demographic information, their perception of STEM Activity, Impact, and Knowledge was used. The domain of cognitive development (11 items) from the Desired Results Developmental Profile (DRDP) was used to assess children’s STEM learning. Fifty parents from the experimental group filled out the pre-survey. The preliminary analysis showed that parents were not familiar with STEM knowledge, and parents did not understand their children’s STEM activities at school. However, the result also indicated that parents were aware of the importance of STEM education and its impact on their children’s future education.