Year: 2019
Author: Gardiner, Graeme, van, der, Laan, Luke, Ormsby, Gail
Type of paper: Abstract refereed
Abstract:
Introduction
Many researchers have conducted research in the field of chess and education, but it appears that no survey of stakeholders has been undertaken. This survey sought to determine factors that influence schools to value, or otherwise, the teaching of chess to students, and to gather information to help formulate future research.
Methods
A voluntary online survey of stakeholders was conducted in 2016. The sample included schools and their associated personnel across state, private non-denominational and private faith-based schools. The survey consisted of 34 research questions such as: learning chess helps children enhance their literacy levels and learning chess helps children develop critical thinking abilities. A five point Likert scale (with a comments column) was used to measure responses along with four descriptive questions (also with a comments column), and one open-ended comments section.
By using mixed methods, the pragmatic paradigm enabled the practicality of an online survey and the use of multiple perspectives. The quantitative and qualitative results were compared in a side by side analysis for each of the 34 questions giving more meaning to the results.
Results
Of the 316 respondents, 52 were school principals, 18 were deputies, 52 were teacher chess coordinators, 109 were parents of children being taught chess in schools, and others including chess coaches, in Queensland and Northern NSW. Overall the scaled question showed a predominant Pearson Correlation at 0.01 to 0.05.
In response to the main survey question ‘learning chess has educational benefits for children’, 301 out of 313 agreed or strongly agreed with the proposition, while only 5 disagreed or strongly disagreed. Similar results were found in respect to all questions relating to students’ thinking skills.
The 834 qualitative comments included a range of perspectives: chess can offer assistance in the academic, social and emotional development of children; chess is one of the first extra-curricular activities my son has shown an interest in and I have noticed an improvement in his confidence in a short time.
Conclusion
The findings demonstrated strong support for children to learn chess, and for schools to consider offering a chess programme. A literature review revealed that researchers are still unsure as to which thinking skills, if any, are benefited from children learning to play chess. Research in this field is warranted.
Many researchers have conducted research in the field of chess and education, but it appears that no survey of stakeholders has been undertaken. This survey sought to determine factors that influence schools to value, or otherwise, the teaching of chess to students, and to gather information to help formulate future research.
Methods
A voluntary online survey of stakeholders was conducted in 2016. The sample included schools and their associated personnel across state, private non-denominational and private faith-based schools. The survey consisted of 34 research questions such as: learning chess helps children enhance their literacy levels and learning chess helps children develop critical thinking abilities. A five point Likert scale (with a comments column) was used to measure responses along with four descriptive questions (also with a comments column), and one open-ended comments section.
By using mixed methods, the pragmatic paradigm enabled the practicality of an online survey and the use of multiple perspectives. The quantitative and qualitative results were compared in a side by side analysis for each of the 34 questions giving more meaning to the results.
Results
Of the 316 respondents, 52 were school principals, 18 were deputies, 52 were teacher chess coordinators, 109 were parents of children being taught chess in schools, and others including chess coaches, in Queensland and Northern NSW. Overall the scaled question showed a predominant Pearson Correlation at 0.01 to 0.05.
In response to the main survey question ‘learning chess has educational benefits for children’, 301 out of 313 agreed or strongly agreed with the proposition, while only 5 disagreed or strongly disagreed. Similar results were found in respect to all questions relating to students’ thinking skills.
The 834 qualitative comments included a range of perspectives: chess can offer assistance in the academic, social and emotional development of children; chess is one of the first extra-curricular activities my son has shown an interest in and I have noticed an improvement in his confidence in a short time.
Conclusion
The findings demonstrated strong support for children to learn chess, and for schools to consider offering a chess programme. A literature review revealed that researchers are still unsure as to which thinking skills, if any, are benefited from children learning to play chess. Research in this field is warranted.