You are here

Home » Education » Research » Research Portal

Research Portal

The effect of playing chess on the mathematics achievement of primary school learners in two schools in KZN

By Hermelin, R.; Unpublished master's thesis, University of KwaZulu-Natal, Durban, South Africa. 2004

In this 2004 master’s thesis, Hermelin evaluated the effects of an after-school chess club on South African students’ end-of-course math grades. The sample was comprised of 76 grade 5-7 students, with an equal number of students in the treatment and control groups. Treatment group students, who self-selected to participate in the chess club, were matched with non-chess club classmates based on grade level and similar prior year end-of-course math grades.

View More

Cognitive effects of chess instruction on students at risk for academic failure.

By Hong, S & Bart, W.M.; International Journal of Special Education, 22(3), 89-96. 2007

Published in 2007, this study evaluated the effects of a one year, in-school chess program on cognitive development. Taking place in Seoul, South Korea, 18 students were randomly assigned to a treatment group and 20 students to the control group. Chess students received 12 weekly lessons for one academic year. The program targeted students with special education needs. Students ages 8-12 completed pre- and post-tests for Raven’s Progressive Matrices Test (RPM) and the Test of Nonverbal Intelligence (TONI-3).

View More

Investigation the impact of chess play on developing meta-cognitive ability and math problem-solving power of students at different levels of education.

By Kazemi, F., Yektayar, M., & Abad, A.M.B.; Procedia - Social and Behavioral Sciences, 32, 372-379 2012

Published in 2012, this study evaluated the impact of an in-school chess intervention on Iranian students’ math achievement and cognitive development in grades 5, 8, and 9. The randomly assigned sample was comprised of 86 treatment group students and 94 control group students. Students were tested on an author-created math assessment and a cognitive assessment during the study’s six month duration.

View More

Chess at Trier-Olewig Primary School: Summary and evaluation of the outcomes of the German School Chess Foundation (short version).

By Kramer, A & Filipp, S. (n.d.);

Kramer and Filipp evaluated the impact of a weekly in-school chess intervention taking place over the course of four academic years on German students’ cognitive development and behavior. The sample was comprised of elementary school students, with 84 in the treatment group and 83 in the control group. Treatment group students were compared to control group students in a school with similar demographic characteristics and within close proximity of one another. Neither assessment was described in detail. Mean scores on the assessments were compared using tests of statistical significance.

View More

Chess and Standard Test Scores

By Liptrap, J.; Chess Life, 41-43, March 1998 1998

Published in 1998, this study evaluated the effect of student participation in an after-school chess club on standardized test scores among elementary school students in a suburban Texas school district. Within the four elementary schools studied, the fifth grade academic performance of 23 students who self-selected into after-school chess clubs in either the fourth or fifth grade was compared with the performance of 269 students in those same schools who did not participate.

View More

The effect of chess on reading scores: District Nine chess program; Second year report

By Margulies, S.; The American Chess Foundation 1992

This 1992 report evaluated the impact of an after-school chess program on students’ reading scores. Twenty-two students chose to participate in the intervention, which included instruction from chess masters and use of IBM software, with a control group of 1,118. Students in the mid-elementary grades must have taken the Degree of Reading Power Test before and after the intervention, and only students who scored in the 10th percentile or higher on the pre-test were eligible for inclusion.

View More

Playing chess: A study of the transfer of problem-solving skills in students with average and above average intelligence

By Rifner, P.; Unpublished doctoral dissertation, Purdue University 1992

This 1992 dissertation was designed to test whether students who developed problem solving skills in one domain were able to transfer the skills to another domain. Eight Indiana seventh grade students participated in an in-school chess intervention and their performance on the mathematics and reading subtests of the Comprehensive Tests of Basic Skills (CTBS) was evaluated in relation to that of 10 students who did not participate in the chess intervention. Using ANOVA to compare the two groups’ performance, the author found effect sizes of 0.169 in mathematics and 0.143 in reading.

View More

Does playing chess improve math learning? Promising (and inexpensive) results from Italy

By Romano, B.; Unpublished doctoral dissertation, University of Pennsylvania 2011

This 2011 dissertation, conducted during the 2010-11 academic year at over 30 primary schools in Italy, examined the effect of chess instruction on mathematics achievement for third grade students. In each participating school, one third grade class was randomly assigned to receive in-class chess instruction, receiving approximately 30 hours of instruction throughout the year from certified staff. 950 students were enrolled in the treatment classrooms, with a control group of 806 students.

View More

An investigation into whether learning to play chess at a young age increases cognitive ability.

By Sallon, S.; Unpublished dissertation, Manchester Metropolitan University. 2013

This dissertation, completed in 2013, evaluated the effects of an in-school chess intervention on second grade students in England. Treatment group students (n=201) participated in a total of 30 hours of chess instruction. Schools in which chess was taught to students at this age were matched, based on student characteristics, with schools that did not offer chess to their students or taught chess in a later grade. Students in both groups completed an author-designed math quiz composed of 19 math and reasoning items.

View More

Impact of chess training on mathematical performance and concentration ability of children with learning disabilities

By Scholz, M., Niesch, H., Steffen, O., Ernst, B., Loeffler, M., Witruk, E., & Schwarz, H.; International Journal of Special Education, 23(3), 138-148. 2008

This study was published in 2008 and examined the effect of chess as a mathematics lesson for students with learning disabilities in four German schools. Some classes were randomly assigned to have one hour of chess lessons per week in replacement of one hour of math lessons for one academic year. Students in the treatment and control groups were given a math assessment designed by the authors at the beginning and end of the year to measure their concentration and calculation abilities. The chess lessons were designed specifically for children.

View More

Pages

OUR MISSION It is the mission of the Saint Louis Chess Club, an educational organization, to maintain a formal program of instruction to teach the game of chess and to promote and support its educational program through community outreach and local and national partnerships to increase the awareness of the educational value of chess.

NON-DISCRIMINATION POLICY

Wheelchair/disability access is available in the rear - please proceed through the parking lot to our east and around to our back door. If you need additional assistance, please let us know.


The STLCC does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, gender identity, age, ancestry, citizenship, genetic information, veteran status, marital status, pregnancy, disability, and any other category protected by applicable federal, state, or local laws or regulations in administration of its educational policies, admissions policies, scholarship and loan programs, events, programs, or activities.


The Saint Louis Chess Club complies with the Internal Revenue Service's guidelines regarding publication of its non-discrimination policy in its brochures, catalogs, advertisements and otherwise making it known to the general community.

 

Any violation of this policy should be reported the General Manager, Joy Bray, jbray@saintlouischessclub.org - 314.361.2437, Administrative Director, Tad Middleton, tmiddleton@saintlouischessclub.org -314.361.2437 and/or the HR Manager, Cathy Gallaher, cgallaher@saintlouischessclub.org - 314.332.5582.

 

POLICY ON RELATIONSHIPS AND INTERACTIONS WITH MINORS
 
The integrity of Saint Louis Chess Club’s relationship with minor players is paramount to the Chess Club’s educational mission and success. All individuals employed by or working under the direction or authority of the Saint Louis Chess Club are expected and required to maintain appropriate boundaries and relationships with minors (individuals under the age of 18 years) and are strictly prohibited from engaging in sexual misconduct, hazing and harassment.

 

UPDATED POLICIES COMING SOON
We encourage any victim or other persons with information regarding inappropriate conduct to contact Cathy Gallaher, Saint Louis Chess Club HR Manager at cgallaher@saintlouischessclub.org. You may also make a report confidentially, and if you wish, anonymously, through our ethics reporting hotline managed by Navex at (833)221-3624.

If you or a loved one were abused, the Saint Louis Chess Club is offering free, confidential counseling services. Please contact cgallaher@saintlouischessclub.org for more information about accessing these services.