THE EFFECT OF PLAYING CHESS TO THE ACADEMIC PERFORMANCE OF THE

BSU-ELS CHESS CLUB MEMBER IN THE ANALYTICAL SKILL AND

MATHEMATICAL QUESTION

JESPHER S. ADAGAN
ROMEO S. BAGNI
MILLER KIETH D. ANTONIO
CHARLES DUMASI
CLARK SOTERO

SUBMITTED TO THE FACULTY OF THE INSTITUTE OF HUMAN KINETICS

BENGUET STATE UNIVERSITY
LA TRINIDAD BENGUET
IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE COURSE

SWM 123
BACHELOR OF PHYSICAL EDUCATION
(SPORTS AND WELLNESS MANAGEMENT)

APRIL 2019
 TABLE OF CONTENTS

Page

Title Page................................................................................................................. i

Table of Contents................................................................................................... ii

INTRODUCTION................................................................................................. 1

Background of the study........................................................................... 1

Statement of the Problem.......................................................................... 6

Conceptual Framework............................................................................ 7

METHODOLOGY...................................................................................................... 10

Research Design......................................................................................... 10

Population and Locale of the Study.......................................................... 10

Data Gathering Instruments...................................................................... 10

Data Gathering Procedure......................................................................... 11

Data Analysis............................................................................................. 12

REFERENCES............................................................................................................. 13
 1

INTRODUCTION

Chess is a classic game of strategy, invented more than 1500 years ago in India. Legend

has it that the ruler of India asked his wise men to devise a way to teach the children of the royal

family to become better thinkers and better generals on the battlefield. Chess was the result. In

the centuries since its invention, chess has spread to every country in the world. While countless

other games have died out, chess lives on. In the United States, it has received endorsements by

many educators, ranging from Benjamin Franklin to former U.S. Secretary of Education, Terrell

Bell. In Western Pennsylvania, more than 70 schools and a dozen libraries offer chess programs,

reaching several thousand students each year.

Background of the Study

These study aim to find out the effect of chess in the academic performance of the BSU-

ELS-Club member’s. Some says that chess could help in improving skills that children’s has its

capability to understand and follow instruction because their mind is hungry to new ideas.

Moreover studies focusing on the effect of children playing chess develop critical thinking, self-

confidence, self-respect, concentration and problem solving (Dauvergne, 2000). Chess is

considered an effective educational contribution tool in able to improve not only mathematical

skills, but also other academic skills such as reading and general cognitive skills such as

concentration and intelligence, and even children’s heuristics and habits of mind (Costa

&Kallick, 2009). Chess master Jerry Myers stated that ‘’chess directly contributes to academic

performance, chess makes children smarter’’ (Garner, 2012).

 2

In the twentieth century, many educators, parents, and chess experts maintain that chess

education improves a best of mental abilities, including abstract reasoning and problem solving

(Rifner, 1997).

Many studies have analyzed the relationship between general intelligence and chess

abilities. In particular, some of them have investigated the correlation between these two

variables suggesting that the chess players’ population (both adults and children) is more

intelligent than the general one (Doll &Mayr, 1987; Frydman& Lynn, 1992; Horgan& Morgan,

1990).

This evidence, however, does not necessarily lead to the conclusion that chess improves

intelligence because the direction of the causality is uncertain (Gobet&Campitelli, 2002). In fact,

there are several possible alternative explanations for that: A high IQ could be the cause ofa high

chess ability (and not vice versa); in other words, an intelligent individual achieves a high chess

ability just because chess requires a high degree of intelligence, but it does not increase it; or,

alternatively, high-IQ people could be “selected by the game” much more easily than others:

Subjects playing chess can find out that they are good at the game, so they are encouraged to

continue to play it. However, whoever turns out to be not so good at chess can be discouraged to

play it again. In this case, chess “selects” motivated people with a high IQ who are able to play

well (Gobet&Campitelli, 2006).

Beyond the question of direction of causality, the more general problem of the transfer of

skills must be held in consideration. If the former problem is addressable by using a proper

experimental design (experimental and control groups; pre- and post-tests),

 3

the latter represents a theoretical problem since the seminal work of Thorndike and Woodworth

(1901). Their theory of identical elements states that the transfer of cognitive abilities, from a

domain to another one, occurs only when the domains share common elements. This implies that

the transfer of skills is quite rare and limited to the extent that there is an overlap between the

domains (Anderson, 1990; Singley& Anderson, 1989; Travers, 1978). Some studies have shown

that this applies to the game of chess too. In her classical study, Chi (1978) demonstrated that

chess players’ memory skill for chess positions did not extend to digits recall. Schneider, Gruber,

Gold, and Opwis (1993) replicated the study and obtained the same outcomes.

More recently, Unterrainer, Kaller, Leonhart, and Rahm have found that chess players’

planning abilities did not transfer to the Tower of London, a test assessing executive function and

planning skills (Unterrainer et al., 2011); in Waters, Gobet, and Leyden (2002), chess players’

perceptual skills did not transfer to visual memory of shapes; and finally, chess abilities did not

correlate with performance in a beauty contest experiment (Bühren& Frank, 2010). All these

studies have suggested that transfer is, at best, improbable, and that chess players’ special

abilities are context-dependent. Given that the more specific a skill is, the less that skill is

transferable to another domain; nevertheless, it is reasonable to suppose that a game requiring

attention, logical thinking, planning, and calculation abilities would be able to improve at least

some of the aforementioned abilities, which are linked to the problem-solving competence and,

overall, to general intelligence, at the beginning of their development. Put simply, if chess

players’ abilities do not transfer to other domains, it is not impossible that chess helps children

developing the above abilities, especially when these latter are yet to be fully developed, and still

general enough to allow the transfer.

 4

This hypothesis is supported by those studies investigating the effect of the chess courses

on children’s mathematical abilities (Barrett & Fish, 2011; Hong & Bart, 2007; Kazemi,

Yektayar, & Abad, 2012; Scholz et al., 2008; Trinchero, 2012a). Such studies have found that

children attending chess lessons show significant improvements in mathematical abilities. This is

even true for low-IQ subjects: Scholz et al. (2008) found that children with an IQ ranging from

70 and 85, attending 1 hr per week of chess lesson instead of 1 hr of mathematics, performed

significantly better in addition and counting than children who did not receive chess lessons;

Hong and Bart (2007) found a correlation between chess ability and non-verbal intelligence in

students at risk of academic failure, suggesting that chess ability can be a predictor of

improvement in cognitive abilities; Barrett and Fish (2011) tested 31 students, receiving special

education services, divided in 2 groups: One had chess lesson once a week instead of a lesson of

mathematics, whereas the other one had two lessons per week of mathematics, but no chess

lesson. This study showed that the chess group improvements in “number, operations and

quantitative reasoning” and in “probability and statistics” were significantly higher than those

obtained by the other group who did not attend any chess activity. Similar results have also been

found in pupils with normal IQ and without specific disabilities (Kazemi et al., 2012; Liptrap,

1998; Trinchero, 2012a, 2012b).

Artise (1993) argues that the game of chess makes one of the most important contribution

to the field of education inherent in it is the basic principle of psychological learning theory;

memory, pattern recognition, decision making and reinforcement.

 5

Peter Shaw, a computer science and chess master teacher in Pulaski, Virginia, stated that

the game demands both inductive and deductive reasoning, you see the kid looking at a problem,

breaking it down, then putting it the whole thing together. The process involves recall, analysis,

judgement, and abstract reasoning. (Graham, 1985).

Liptrap (1999) contends that while pupils play chess, they learn concept through physical and

visual stimuli and correlate these concept to cognitive patterns.

Vail (1995) pointed out that chess, it seems, possesses a rare quality, children enjoy it

because it is good for them, chess, with its aesthetic appeal and inherent fascination for student

for all ages, is catching the attention of educators, who are beginning to realize its academic and

social benefits. There are several studies about chess and its implication on children education. In

those studies the main conclusion that are drawn are the following. a,) chess promotes academic

performance, especially problem solving; b,) increases memory, concentration, scores in IQ test,

critical thinking and c,) develops visual and spatial abilities and the capacity to identify pattern

(Liptrap, 1998)

Chess is an especially effective teaching tool. It can equally challenge the minds of girls

and boys, gifted and average, athletic and non-athletic, rich and poor. It can teach children the

importance of planning and the consequences of decisions. It can further teach how to

concentrate, how to win and lose gracefully, how to think logically and efficiently, and how to

make tough and abstract decisions (Seymour and Norwood 1993).

In all these studies, positive effects of chess appeared after at least 25/30-hr courses.

Studies of Trinchero (2012b) and Kazemi et al. (2012), which investigated the effects of a chess
 6

course on children’s (third graders, fourth, fifth, and sixth graders in primary level.)

mathematical problem-solving ability, deserve a particular attention. Both of these studies have

found a significant improvement in problem-solving scores in chess-trained children compared

with children who have not performed any chess-related activity. These results suggest that chess

could increase not only basic mathematical abilities (as calculation or addition) but also

competences, such as mathematical problem-solving abilities. Starting from these data, the aim

of the present study was to verify whether a blended strategy (Trinchero, 2013) consisting in a

10- to 15-hr chess course supported by a computer-assisted training (CAT) is able to improve

mathematical problem solving ability in children in a shorter time compared with other previous

studies.

Assuming that at least some chess abilities can be transferred from chess to the

mathematical problem-solving domain, our hypothesis is that the chesstrained children group

will show a significantly higher improvement in mathematical problem-solving skills compared

with children who did not receive any chess training, and among the subjects who received chess

training, those who used the CAT more will show a higher improvement.

Statement of the Problem

The main problem of the study was to find the impact of chess to the academic performance

in mathematics of the BSU ELS chess club members on specified test questionnaire.

1. Is there a significant difference between the academic performance of pupils in the pre

and post test under the control group?

 7

2. Is there a significant difference between the academic performance of pupils in the pre

and post test under the experimental group?

3. Is there a significant difference between the academic performance of the control and

experimental group in the post test?

Conceptual Framework

Independent Variable Dependent Variable

- Chess Club Members - Academic Performance

- Non-Chess Club Members

Intervening Variable

 Training Program

There are several studies about chess and its implication on children education. In those

studies the main conclusion that are drawn are the following. a,) chess promotes academic
 8

performance, especially problem solving; b,) increases memory, concentration, scores in IQ test,

critical thinking and c,) develops visual and spatial abilities and the capacity to identify pattern

(Liptrap, 1998)

Chess is thought to be a game demanding high cognitive abilities to be played well.

Although many studies proved the link between mastery in chess and high degree of intelligence,

just few studies proved that chess practice can enhance cognitive abilities. Starting from these

considerations, the main purpose of the present research was to investigate the potential benefits

of in-presence chess lessons and on-line training on mathematical problem-solving ability in

young pupils (8 to 11 years old). Five hundred sixty students were divided into two groups,

experimental (which had chess course and on-line training) and control (which had normal

school activities), and tested on their mathematical and chess abilities.

In fact, there are several possible alternative explanations for that: A high IQ could be the

cause of a high chess ability (and not vice versa); in other words, an intelligent individual

achieves a high chess ability just because chess requires a high degree of intelligence, but it does

not increase it; or, alternatively, high-IQ people could be “selected by the game” much more

easily than others: Subjects playing chess can find out that they are good at the game, so they are

encouraged to continue to play it. However, whoever turns out to be not so good at chess can be

discouraged to play it again. In this case, chess “selects” motivated people with a high IQ who

are able to play well (Gobet&Campitelli, 2006).

Deb (2006) stated that we live inan information age where it is reported that information

is doubling at a rate less than every two years. The basic skills that need to function in the
 9

workplace today are decision making, problem solving, critical thinking and deductive and

inductive reasoning along with the ability to make judgement and good estimate.

It is high time then to focus on enhancing and improving aptitudes to pupil.Chess is an

especially effective teaching tool. It can equally challenge the minds of girls and boys, gifted and

average, athletic and non-athletic, rich and poor. It can teach children the importance of planning

and the consequences of decisions. It can further teach how to concentrate, how to win and lose

gracefully, how to think logically and efficiently, and how to make tough and abstract decisions

(Seymour and Norwood 1993).

In all these studies, positive effects of chess appeared after at least 25/30-hr courses.

Studies of Trinchero (2012b) and Kazemi et al. (2012), which investigated the effects of a chess

course on children’s (third graders, fourth, fifth, and sixth graders in primary level.)

mathematical problem-solving ability, deserve a particular attention. Both of these studies have

found a significant improvement in problem-solving scores in chess-trained children compared

with children who have not performed any chess-related activity. These results suggest that chess

could increase not only basic mathematical abilities (as calculation or addition) but also

competences, such as mathematical problem-solving abilities. Starting from these data, the aim

of the present study was to verify whether a blended strategy (Trinchero, 2013) consisting in a

10- to 15hrs is able to improve mathematical problemsolving ability in children in a shorter time

compared with other previous studies.

 10

METHODOLOGY

The methods employed in the conduct of the study, the population and locale of the

study, the data collection instruments, data collection procedure and the data collection

instrument are presented in this chapter.

Research Design

The experimental research design using the pre-test and post-test design for the purpose

of developing and testing strategy was used in this study. The focus of this study is to determine

the effect of chess to the academic performance of the BSU-ELS chess club members in their

analytical skills in mathematical questions, specifically worded solving problems. The 30

participants consist of 15 chess club members/students as experimental group and 15 non-chess

club students as control group.

Population and Locale of the Study

The study was conducted at Benguet State University – Elementary Laboratory School. It

is located at km.5, La Trinidad, Benguet. The participants of this study were those selected 30

pupils of the BSU-ELS who were categorized as chess club members/students and non-chess

club students. The participants aged at the range of 9-12 years old. They were divided into two

groups, the 15 non-chess club students (control group) and the other 15 chess club members

(experimental group). All of the participants were required to sign a consent form indicating their

voluntary and willingness to participate approved by their parents or guardians.

 11
Data Gathering Instruments

The two groups were given a set of exercise composed of randomly selected mathematical

worded problem-solving questions covering their 1st and 2nd grading period. The test questions

validity and reliability were proven by the help of the students’ mathematics teachers in grades

4, 5, and 6. The chess instruction was given to the experimental group after the pre-test was

given to the two different groups.

Data Gathering Procedure

The researchers sought permission from the school principal, the grades 4, 5, and 6

teachers, and the Chess coach of the school. He then coordinated with the students’/participants’

teachers and the chess coach for the validity of the test questions and the mechanics of this

study.

The two groups were given a pre test before chess instruction was given to the

experimental group. The control group was not subjected to chess instruction while the

experimental group was subjected to chess instruction. After the pre- test, the experimental group

had their chess instruction from Tuesdays and Thursday at 4:00- 5:00 pm on the months of

September to October. The chess instruction started on the 17th of September and ended on the

17th of October.

A post-test was given to the two groups at the end of the chess instruction two days after

the last hour of chess instruction. The post-test result was used to determine the effect of chess

instruction on the academic performance of the chess-club students in mathematics.

 12

Treatment of Data

The data that was gathered during the pre-test and post-test from the control and

experimental group were tallied and analyzed with the help of the student’s mathematics

teachers. The data analyzed were interpreted using the following scales:

Scales used for the over-all mean in both pre-test and post-test’

Scores Descriptive Equivalent

48 – 60 Outstanding
36 – 47 Above Average
24 – 35 Average
12 – 23 Fair
0 – 11 Poor
 13
RESULTS AND DISCUSSION

This chapter presents the results gathered throughout the study. It included the following:

The level of performance of the control and experimental groups in the pre-test, the level of

performance of the two groups in the post-test, and the significant difference on the performance

of the experimental and control groups in the pre-test and post-test.

Level of Performance of the Control and

Experimental Groups in the Pre-test

This section presents the result of the level of performance of the control group and the

experimental group as revealed in their pre-test. The scores of the pupils in the pre test measured

their knowledge towards the lessons on Mathematics, specifically on worded problems.

 13
REFFERENCES

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New York Academic Press

LIPTRAP, J .(1997) .Chess and standardized test scores. Chess Coach News Letter, Spring,
Volume 11 (1) .

GRAHAM, A. (1985, December). Chess make kids smarter.

COSTA, B, Kallick Learning and leading with habits of mind: 16 essential characteristics for
success.

GARNER, R .. (2012). Chess makes a dramatic comeback in primary schools.

SINGLEY, M. K., & Anderson, J. R. (1989). Transfer of cognitive skill. Cambridge, MA:
Harvard University Press.

CHI, M. T. H. (1978). Knowledge structures and memory development. In R. S. Siegler (Ed.),

Children’s thinking: Hillsdale, NJ: Lawrence Erlbaum.

GOBET, F., &Campitelli, G. (2002). Intelligence and chess. In J. Retschitzki& R. Haddad-Zubel

FRIBOURG, Switzerland: Edition Universitaires

FRIBOURG, Suisse. Retrievedfrom

http://v-scheiner.brunel.ac.uk/bitstream/2438/2274/1/Gobet

BUHREN, C., & Frank, B. (2010). Chess players’ performance beyond 64 squares: A case study
on the limitations of cognitive abilities transfer (Joint Discussion Paper Series in
economics, No. 19). Retrieved from
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BARRET, D. C., & Fish, W. W. (2011). Our move: Using chess to improve math achievement
for students who receive special education services.

TRINCHERO, R. (2012a). [Chess as cognitive gym. Five years of Alpes.]

TRINCHERO, R. (2012b). [Chess, a game togrow up with. Six years of research in primary
 school]. Milan, Italy: Franco Angeli.

UNTERRAINER, J. M., Kaller, C. P., Leonhart, R., & Rahm, B. (2011). Revising superior
planning performance in chess players: The impact of time restriction and
motivation aspects.

TRINCHERO, R. (2013). Can chess training improve Pisa scores in mathematics? An

experiment in Italian primary schools. Kasparov Chess Foundation Europe.
Retrieved from
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