Starting Young in STEM: The Relationship Between Competition Entry Age and Student Engagement Patterns

Abstract

Early participation in science, technology, engineering, and mathematics (STEM) competitions is often promoted as a pathway to academic excellence and engagement, yet empirical evidence remains limited. This study investigates the relationship between the age of first STEM competition participation and subsequent academic and extracurricular outcomes among high school students. A sample of 116 students from Canada and the United States completed an online survey assessing competition history, STEM grade point average (GPA), and time spent on STEM activities. Participants were grouped as early starters (5–10 years old, n = 58), late starters (11–14+ years old, n = 48), or non-participants (n = 10). Independent t-tests revealed that early starters participated in more competitions (M = 5.10 vs. 3.65, p = .001, d = 0.70) and more frequently (M = 3.12 vs. 2.46, p = .002, d = 0.62) than late starters, alongside greater weekly STEM activity hours (M = 7.62 vs. 5.48, p = .012, d = 0.51). However, no significant GPA difference emerged (p = .108). Regression analysis (R² = .13) identified advanced coursework and activity hours as predictors of GPA, not participation age. Findings suggest that early STEM competition exposure enhances engagement but not necessarily academic performance, offering insights for educators fostering STEM talent among youth.