The Effect of Math and Chess Integrated Instruction on Math Scores

The Effect of Math and Chess Integrated Instructioncriterion-referenced assessment tool.) were given to
on Math Scoresall pupils for both tests. Each lesson consisted of
 lecturing, practice on math and chess integrated
John BUKY, Education Consultantworksheets and chess playing.
Frank HO, Canada certified math teacher 
 Results
 The Chess Academy, Chicago, USA, June 2008 
 Paired t test was used to analyze the data. The
Research studies have shown that chess can beresults of this study shows significantly different on
used as an effective game-based teaching method.their math scores for all grade 1 to grade 8 pupils
However, all the past studies used chess as abetween pre-test and post-test at level of p is less
separate instructional tool. There were no maththan 0.01.
contents in chess instruction provided and there was 
no math and chess integrated workbook used. ThisGroup
study examined the effect on pupils’ mathGroup One
scores when a truly integrated math and chessGroup Two
workbook was used as an instructional practiceMean
workbook. The results show that the integrated36.46
math and chess workbook significantly increased55.45
pupils’ math scores between pre-tests andSD
post-tests among grade 1 to grade 8 pupils.15.82
 19.37
Key Words: math and chess; math and chessSEM
instruction, math and chess integrated workbook;1.45
math and chess integrated workbook; mathematics1.78
scores of the studentsN
 119
Introduction119
                         t = 12.8729
Research papers have demonstrated that chess 
instruction improves analytical reasoning, problemDiscussion
solving skills, and academic achievement (Chrisiaen & 
Verholfstadt (1978); Frank & D’Hondt (1979);The results of this study demonstrate that a truly
Smith & Cage (2000)). Research conducted byintegrated math and chess workbook can help
Gaudreau (1992) shows no significant differencessignificantly improve pupil’s math scores. Our
among the groups on basic calculations. Theseobservations show that the effect of using a truly
research studies point to the direction that chess hasintegrated math and chess workbook also provides
strong effect on improving children’s cognitivemental entertainment and thought by pupils as more
ability than their arithmetic computation ability. Byfun than traditional computation practices. Pupils were
teaching math and chess as two separate subjects,able to sit longer when working on math and chess
children do not have opportunities to work on basicintegrated workbook than working on traditional
arithmetic operations using acquired chess knowledge,computation worksheets.
this may explain why by playing chess, it may not 
statistically significant improve children’s basicThe result of this research is particularly interesting
arithmetic computation ability.for children who do not have a high interest in playing
 chess since the math and chess integrated workbook
How to maximize the benefits of chess instruction ininvolves visualization, analyzing, spatial relation and
such a way that not only chess benefitsdata processing, these types of problems provide
children’s cognitive development, but also theirhigh order cognitive skills. Without spending substantial
computation ability? All the past chess instructiontime on playing chess, we believe that children can
research studies have used chess instruction as anget the similar benefits of playing chess on cognitive
independent teaching tool and it is not trulyeffects by working on math and chess integrated
integrated with math instruction. The author Frank Howorkbooks. This may require further study.
created a math and chess integrated workbook. The 
theoretical basis of how math and chess areWhy children like to work on math and chess
integrated has been published by Ho (2006). Weintegrated workbook than on the traditional
believe that with the creation of truly integratedcomputation worksheets? Math and chess integrated
math and chess workbooks, pupils will be able towork has visual images, chess symbols, directions,
increase their computation ability by working on thesespatial relation, and tables; all these are stimuli to kids
math and chess integrated workbooks. This isand keep their interests high while working on
particularly important for those children who have nocomputation problems. This also gives children ample
interest in playing chess, but they could still getopportunities to think visually. Most of the time, the
benefit of chess instruction by working on math andcomputation questions themselves are not written
chess integrated workbooks.for children to work on immediately but for children
 to "create" themselves and these questions have to
No research has been done before on the effects ofbe actually "mapped" out by following directions and
using math and chess integrated workbook, thischildren love them. Children learn best while having
study will compare the effect of pupils’ mathfun.
computation ability before using the math and chess 
integrated workbook and after using it to see ifReferences
there is a significant difference. 
 Chrisiaen & Verholfstadt, (1978) “Chess and
Methodcognitive development”, Nederlandse Tydschrift
 voor de Psychology en haar Grensbebieden 36,
One hundred and nineteen pupils, in grade 1 to grade561-582.
8, from five public elementary schools in Chicago, 
Illinois, USA, participated in the after-school programFrank & D’Hondt, (1979) “Aptitudes and
for 120 minutes, twice a week, for a total of 60learning chess in Zaire”, Psychopathologie
hours of instruction. None of the students hasAfricane, 15, 81-98.
possessed any substantial knowledge in chess. The 
study began by administering pre-tests in the firstGaudreau (1992), “Etude Comparative sur les
week of this study at the beginning of the programApprentissages en Mathematiques 5e Annee”,
on 10/23/06 and a post-test was conducted at theJune manuscript
end of the program on 3/28/07. Tests of TONF 
(The Compass Learning Explorer Online DiagnosticHo (2006), “Enriching math using chess”,
Tool was used for both the pre-test and post-test.Journal of the British Columbia Association of
The Compass Learning Explorer Assessment meetsMathematics Teachers, British Columbia, Canada,
the requirements as a true valid and reliableVector, Volume 47, Issue 2.