Effects of a Math-Science Integrating Woodwork Play Program on Young Children’s Mathematical, Scientific, and Creative Abilities

Abstract

Objectives: This study aims to examine the effects of a math-science integrating woodwork play program, which is based on the learning cycle, on the improvements in young children's mathematical, scientific, and creative abilities. Methods: Participants were 56 five-year-old children from two classes in M kindergarten located in S city. Only the experimental group participated in the math-science integrating woodwork play program. Data were analyzed using SPSS 21.0. An independent-samples t-test and a paired-samples t-test were utilized for examining the homogeneity between the experimental and the comparison groups, as well as the effectiveness of the program. Results: The findings suggest statistically significant differences in the subfactor scores that of measured mathematical abilities, scientific abilities, and creativity, between the experimental group and the control group after program implementation. Furthermore, the statistically significant differences in the scores before and after the program implementation were specifically found in the experimental group, and not in the control group. Conclusion: A math-science integrating woodwork play program, based on the learning cycle, has a positive influence on improving young children's mathematical, scientific, and creative abilities. The results of this study can contribute to the dissemination of the math-science integrating woodwork play program. Finally, the significance of this study relates to its discovery of the value in woodwork play in terms of math-science integration and creativity development.