A pilot quasi-experimental mixed-methods study of structured parent workshops and preschoolers' early number knowledge

Purpose This pilot study aimed to establish whether or not structured, game-based parent workshops were correlated to any gains in early number knowledge, including subitising and counting strategies, among preschool children, and whether or not participation enhanced parental confidence in supporting mathematics learning at home. Design/methodology/approach A pilot quasi-experimental mixed-methods study, in which an experimental group (N = 10) and a control group (N = 9) were compared, with the experimental group receiving four weekly, structured workshops and the control group receiving mathematics activity materials, but no workshop-based intervention (final N = 19 when one participant withdrew). Children participated in the Number Knowledge Test (NKT) at the pre-intervention stage and the post-intervention stage. Semi-structured focus group interviews and video recordings of parent-child interactions were used to collect qualitative data. Quantitative research was conducted using paired and independent samples t-tests, which were complemented by a nonparametric Mann-Whitney U test; qualitative data underwent a six-step thematic analysis, which followed the steps by Braun and Clarke (2006). Findings Children in the experimental group were found to have statistically significant results with an improvement in the pre-test scores (pre-test M = 9.10 to post-test M = 14.10; mean gain = 5.00 points; Cohen's d = 1.42) compared with the control group (M = 7.11 to M = 8.44; mean gain = 1.33 points; Cohen's d = 1.01). Between-group post-test differences were statistically significant (p = 0.043; Cohen's d = 0.996); however, a supplementary Mann-Whitney U test yielded marginal significance (p = 0.059), and the lower bound of the confidence interval was close to zero, which should be interpreted with caution due to the small sample of the pilot. Results achieved qualitatively indicated greater parental confidence, pedagogical knowledge, and prolonged home involvement in the experimental group; they are not compared but are used as illustrative evidence because the data were not collected simultaneously within the conditions. Research limitations/implications The small sample size and short intervention duration limit generalisability. Future studies should involve more diverse participants, include observational data for all groups, and examine the sustainability of numeracy gains over time. Practical implications The findings highlight the value of embedding structured parent workshops in early childhood programmes. Providing parents with practical strategies and resources can strengthen home numeracy practices and foster stronger school–family partnerships. Social implications Strengthening parents' capacity to support early numeracy promotes positive home learning environments and may help reduce early inequalities in mathematical development. Community-based workshops can support equitable access to foundational STEM skills and enhance parent–school connections. Originality/value This pilot study offers pre-feasibility and effectiveness indicators of a planned program of parent workshops to address early numeracy strategies. Results must be viewed as evidence to generate a hypothesis that must be replicated using larger randomised samples before generalisations can be made.