Bayram Deleş, Neriman Aral
The findings indicate that children who participated in the HBMR program showed greater improvements in mathematical reasoning skills than children in the control group.
BACKGROUND: Early mathematical reasoning skills are important predictors of later academic achievement. Although home-based learning environments contribute to early mathematics development, structured home-based intervention programs specifically targeting mathematical reasoning skills remain limited.
METHODS: The study employed a pilot randomized pretest-posttest control group design to evaluate the HBMR program. The study sample consisted of 20 preschool children (10 in the experimental group and 10 in the control group) selected using a stratified random sampling procedure. Following pre-test assessments, participants were randomly assigned to either the experimental or control group. The HBMR program was implemented over 5 weeks through ten structured home sessions, including reasoning-based activities such as matching, classifying, comparing, sequencing, and basic number operations. As the data did not meet normality assumptions, non-parametric analyses (Mann-Whitney U and Wilcoxon signed-rank tests) were conducted. Effect sizes were calculated using the formula r = Z/√N.
RESULTS: Wilcoxon signed-rank test results revealed significant improvements in the experimental group in measurement (Z = -2.684, p = 0.007), data analysis (Z = -2.831, p = 0.005), and overall mathematical reasoning scores (Z = -2.812, p = 0.005), with large effect sizes (r = 0.85-0.90). No statistically significant improvements were observed in the control group. Mann-Whitney U test results indicated that the experimental group's post-test scores were significantly higher than those of the control group (p < 0.05).
CONCLUSION: The findings indicate that children who participated in the HBMR program showed greater improvements in mathematical reasoning skills than children in the control group.