Investigation the impact of chess play on developing meta-cognitive ability and math problem-solving power of students at different levels of education
By F. Kazemi, M. Yektayar, Ali Mohammadi Bolban Abad. 2012
100 citations recorded by the source corpus.
The aim of this study was to analyze the effect of learning of chess play on developing meta-cognitive ability and mathematical problem-solving capability of students at various levels of schooling. To this end, 86 school-boy students were randomly selected and they taught chess for six months, and another group of 94 students randomly selected for control group. The subjects were assessed via meta-cognitive questionnaire of Panaoura, Philippou, and Christou (2003) and mathematics exams. The results indicated that chess player students showed more achievement in both meta-cognitive abilities and mathematical problem solving capabilities than other non-chess player students. In addition, a positive and significant relationship was found between students’ meta-cognitive ability and their mathematical problem-solving power. These results suggest that we can use chess as an effective tool for developing higher order thinking skills.
Subfields: Developmental and Educational Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/e79913babe42833ba19ac41b56ae790e95eee842
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In Developmental and Educational Psychology
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Citations in the corpus
- Do the benefits of chess instruction transfer to academic and cognitive skills? A meta-analysis (2016, background): “…Scholz et al. (2008) and Sala and Trinchero (in preparation) found no effect of chess on focused attention and meta-cognition respectively, whereas Kazemi, Yektayar, and Abad (2012) found a positive effect of chess practice on meta-cognitive abilities both in primary and in secondary school…”