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Data were collected via a cross-sectional student survey administered at the end of the academic year after one year of exposure to CIS. Survey results from 1,286 students across grade levels show a majority reported multiple positive outcomes, supporting a broader understanding of chess’s holistic impact beyond test scores and GPA measures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-perceptions-of-the-benefits-of-scholastic-chess-instruction-a-journal-of-educational-research-and-practice-2021-vol-31-1-39-51/595092/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-perceptions-of-the-benefits-of-scholastic-chess-instruction-a-journal-of-educational-research-and-practice-2021-vol-31-1-39-51/595092.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What program was evaluated in the study?","Question",{"text":112,"@type":113},"The study evaluates a Chess in Schools (CIS) program implemented in 2017–2018 by a State Department of Education in the southeastern United States.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were student perceptions measured?",{"text":117,"@type":113},"Student perceptions were measured using a cross-sectional survey administered at the end of the academic year after one year of exposure to the CIS program.",{"name":119,"@type":110,"acceptedAnswer":120},"What did students report after participating?",{"text":121,"@type":113},"Most students across all grade levels reported experiencing a variety of positive outcomes from exposure to scholastic, chess-based instruction.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595092,1792858596,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Students’ Perceptions of the Benefits of Scholastic Chess Instruction  \nA journal of educational research and practice 2021 Vol. 31 (1) 39-51  \n[https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked)  \nGeorge Chitiyo 1*, Lisa Zagumny 1 , Michael N. Littrell 1 , Kevin Besnoy2 ,  \nAshley B. Akenson 1 , Krista M. Davis 1 , Cephas Ablakwa 1 , Marlana Lastres 1  \n1 Tennessee Technological University  \n2 University of Alabama  \nAbstract  \nThis paper explores students’ perceptions of the benefits of chess-based instruction as part of an evaluation of a Chess in Schools (CIS) program implemented in 2017-2018 by a State Department of Education in the southeastern United States. The data were collected using across-sectional survey administered to students at the end of the academic year after 1 year of exposure to the CIS program. Results from the student survey responses (n = 1,286) indicated that a majority of students across all grade levels felt they had experienced a variety of positive outcomes because of their exposure to scholastic chess-based instruction. These perceived positive outcomes are beneficial for understanding the holistic impact of chess-based learning as they provide insight beyond measuring students solely on test scores or GPA metrics.  \nKeywords: scholastic chess instruction, chess-based instruction, student perceptions, chess benefits  \n* [gchitiyo@tntech.edu](gchitiyo@tntech.edu)  \nThoughtfully playing a game of chess is an engaging mental experience. The inherent strategic nature of chess demands analytical awareness of its workings from players , and somehow the game can be enjoyable and accessible despite its depth and complexity. A skilled chess player must examine the current position of the pieces on the board and think carefully about moves that have yet to occur (Gumede et al. , 2017) . In addition to mere fun and entertainment, chess has many potential benefits and positive effects , including intellectual maturation, critical reasoning, and logical thinking. Chess players are also presumed to perform better academically than non-chess players , especially in mathematics and other disciplines that require systematic thinking (Gumede et al. , 2017) . Other virtues promoted by chess include increasing players’ sense of patience, community, planning, and self-esteem (Aciego et al. , 2012) . According to Aciego et al. (2012) ,“chess helps to develop intellective thinking, improving all the skills and capacities that are related to intelligence”(p. 552) . It is not only the intellect that is stimulated when playing chess; socio-affective abilities are potentially impacted as well (Aciego et al. , 2012) .  \nAny instructional intervention or educational tool is only as good as its ability to produce a desired effect on learners. For example, there have been some successes with the near-transfer of learning in settings where teachers utilized chess as an instructional strategy to impart subject-area content knowledge or to increase measurable academic achievement levels (Sala & Gobet, 2016) . Near-transfer occurs when learning from one domain is transferred to another closely related domain. An example of this could be a student who learns about chemistry and is able to apply this knowledge to the subject of biology. Researchers have speculated that mathematics and chess occupy a similar subject domain , which could account for learning transfer as evidenced by academically related metrics (Ferreira & Palhares , 2008; Sala & Gobet, 2016) . Far transfer, on the other hand, is when a subject from one domain is transferred to a subject that is not obviously related. An example of this could be when a student learns about mathematics and is able to apply this knowledge to the subject of history. However, some chess researchers have argued that far transfer is rare or nonexistent (Gobet & Campitelli, 2006; Sala & Gobet, 2017) .  \nChess can be introduced readily into an instruction","cbCaih20UUWVzqDg","https://ap.wps.com/l/cbCaih20UUWVzqDg","pdf",128044,13,"English","# Abstract\n## Program context and data collection\n## Reported positive outcomes\n## Cognitive outcomes\n## Noncognitive aspects","[{\"question\":\"What program was evaluated in the study?\",\"answer\":\"The study evaluates a Chess in Schools (CIS) program implemented in 2017–2018 by a State Department of Education in the southeastern United States.\"},{\"question\":\"How were student perceptions measured?\",\"answer\":\"Student perceptions were measured using a cross-sectional survey administered at the end of the academic year after one year of exposure to the CIS program.\"},{\"question\":\"What did students report after participating?\",\"answer\":\"Most students across all grade levels reported experiencing a variety of positive outcomes from exposure to scholastic, chess-based instruction.\"}]","Students’ Perceptions of the Benefits of Scholastic Chess Instruction - A journal of educational research and practice 2021 Vol. 31 (1) 39-51 | PDF",1792080426,33]