Research

 

EEF Research Project

 
   

Research studies such as the ones below have suggested that class-time chess lessons can improve children's academic attainment. In order to test this link more fully, in 2013 the Education Endowment Foundation (EEF) selected CSC for a research grant in partnership with the Institute of Education. The project investigates the impact of class-time chess lessons on Key Stage 2 exam results, and involves almost 100 schools from Bristol, Hackney, Hammersmith & Fulham, Leeds, Liverpool, Middlesbrough, Newham, Sefton, Sheffield, Southwark and Tameside. 43 schools received the CSC programme in 2013-14, and 49 were in the control group, which is now also receiving free lessons.

 

This study by Dr John Jerrim is the most rigorous ever carried out in this field, and is of an unprecedented scale. CSC hopes that it will support the encouraging indications from earlier research. The Institute of Education's final report is due to be published later in 2016.

 

Literature Review of Chess Studies

 
   

This independent review of research literature on chess as an educational intervention was commissioned by the Chess Club & Scholastic Center of Saint Louis. Of 51 academic studies, 24 were judged eligible for inclusion in a meta-analysis, which found statistically significant benefits to mathematical and cognitive abilities. However, results must be interpreted with caution in light of the limited pool of eligible research.

 

Download or view the 38-page review in PDF

 

Do the benefits of chess transfer to academic and cognitive skills?

 
   

A 2016 meta-analysis of 24 studies on educational chess. It found that chess can have a significant impact on mathematical ability, but only if the intervention is of approximately 25 hours or more. Studies with optimal design, including 'active' control groups, are still needed.

 

Download or view the 12-page document in PDF

 

 

Recommended Research

 

  • Susan Sallon explores the impact of chess on children's cognitive development - An investigation of the impact of the CSC programme on 201 Year 3 children relative to a 282-strong control group. The research found statistically significant gains in numeracy, spatial awareness, logical deduction and problem-solving, although the study is an unpublished dissertation and yet to be peer-reviewed.

 

 

  • Chess at Trier-Olewig Primary School - This work considers the effect of four years of chess lessons in Germany. The test school's results in cognitive and behaviour assessments were significantly better than a control school with similar demographics, but the schools were not randomly allocated to test and control groups.

 

  • Efficacy of chess training for the treatment of ADHD - The winning entry to the 2015 London Chess Conference boot camp. Parental assessments of ADHD sufferers, using the SNAP-IV and CPRS-HI scales, found statistically significant improvements after an 11-week chess course. This is a pilot study; the field awaits future research with randomisation and a control group. View or download the report in PDF.

 

 

Also of Interest

 

 


After-school clubs 'boost poorer pupils' results'

17 March 2016 | By Katherine Sellgren Education reporter

 

After-school clubs were shown to close the gap between rich

and poor

 
 
   

Research from the Centre for Longitudinal Studies at UCL has found that participation in after-school activities can boost the academic performance and social skills of disadvantaged children.

 

Attendance at after-school clubs led to Key Stage 2 results significantly better than expected among children from disadvantaged backgrounds, suggesting that they may help bridge the attainment gap to other children, the authors concluded.

 

You can read the full study in full here

 

BBC News report

 

 

SC

 

Chess in Schools and Communities | CSC is not responsible for the content of external sites

 top ^