Abstract:
The study aimed to identify the effectiveness of building inhibitory control on mathematical performance and social competence in preschoolers. Based on Adele Diamond’s (2016) model of Executive Functions, the concept of inhibitory control was worked upon. An interactive game developed by Wonder Tree (Waqas, Bukhari, & Usman, 2016) was used as the intervention to build inhibitory control. Four hypotheses were generated, three addressing the difference in pre and post test scores of inhibitory control, mathematical performance and social competence and one testing the workability of the game used as the intervention. Preschoolers, aged 3-3.7, were selected for the study from The Growing Tree School. Day/night task, mathematics worksheets and Social Skills Scale (SSS) (Anme et al, 2013) were used to measure inhibitory control,
mathematical abilities and social competence respectively before and after the intervention phase. Results indicate a marginally significant acceptance of the Bucket Ball game intervention (p = 0.054), and also support for the second hypothesis indicating that training resulted in an increase in the levels of inhibitory control for the experimental group. The third hypothesis was rejected (p = 0.115), indicating that mathematical performance did not increase post training whereas the fourth hypothesis for an increase in social competence after training was statistically significant (p = 0.011). * as an The discussion focuses on the implications of the study for schools and parental training. Limitation and future research on the topic stressed on the need for a greater sample to yield better results.
