Chess and School Performance
A small pilot study was done in 1996 by Johan Alberts at a primary school in the Northern Suburbs of Cape Town, South Africa, to determine whether the top chess players were also top academic achievers. A very short summary of the research is as follows:
- Problem statement
Are chess players also academic achievers?
2. Research method
2.1 Test sample
Population: 57
(i). 57 Primary school chess players
- grades 1 & 2: 18 players
- grades 3 & 4: 19 players
- grades 5, 6 & 7: 20 players
(ii). The top 21 chess players
- grades 1 & 2: the 1st 7 players
- grades 3 & 4: the 1st 7 players
- grades 5, 6 & 7: the 1st 7 players
(iii). The top 9 chess players
- grades 1 & 2: the 1st 3 players
- grades 3 & 4: the 1st 3 players
- grades 5, 6 & 7: the 1st 3 players
2.2 The data
School performance measured in percentage (%)
2.3 Method of data collection
The school performance of the chess players: grades 1-2, grades 3-4 and grades 5-7.
Class intervals: 90-100%, 80-90%, 70-79%, 60-69%, 50-59%
2.4 Analysis of data
- Descriptive statistics were calculated (the average and the standard deviation).
- The information was set up in frequency distributions.
- Pie charts were drawn.
- The bi-nominal test was done to determine which data are >, < and =the average.
3. The findings
Tables 1, 2 & 3 indicate the average school performance of the 3 different groups.
Top 9, Top 21 and the Total group.
Table 1
Average School Performance: Top 9
| % | Grades 1 &2 | Grades 3 & 4 | Grades 5-7 | Total |
| 90-100 | 1 | – | – | 1 |
| 80-89 | 1 | 2 | – | 3 |
| 70-79 | 1 | 1 | 2 | 4 |
| 60-69 | – | – | 1 | 1 |
| 50-59 | – | – | – | 0 |
Table 2
Average School Performance: Top 21
| % | Grades 1 & 2 | Grades 3 & 4 | Grades 5-7 | Total |
| 90-100 | 1 | – | – | 1 |
| 80-89 | 1 | 4 | 1 | 6 |
| 70-79 | 1 | 2 | 4 | 7 |
| 60-69 | 1 | 1 | 2 | 4 |
| 50-59 | 3 | – | – | 3 |
Table 3
Average School Performance: Top 57
| % | Grades 1-2 | Grades 3-4 | Grades 5-7 | Total |
| 90-100 | 2 | 1 | – | 3 |
| 80-89 | 4 | 6 | 3 | 13 |
| 79-79 | 5 | 9 | 10 | 24 |
| 60-69 | 4 | 3 | 5 | 12 |
| 50-59 | 3 | – | 2 | 5 |
The 70-79 percentage group indicates the highest level of participation.
Table 4
Average School Performance: Top 57 (%)
% Players
| 90-100 | 3.6 |
| 80-89 | 23.1 |
| 70-79 | 42.9 |
| 60-69 | 21.4 |
| 50-59 | 8.9 |
Chess club profile: Academic performance 57 chess players
Table 5
Average School Performance: Top 9 (%)
% Players
| 90-100 | 11.1 |
| 80-89 | 33.3 |
| 70-79 | 44.4 |
| 60-69 | 11.1 |
| 50-59 | – |
The Top 9 is more represented in the 90-100%, 80-89% and 70-79% groups than the Top 57. The Top 9 has no representation in the 50-59% group.
In this chess research study it was found that the highest level of academic performance for chess players occurred in the 70-79% group.
Chess club profile: Academic performance 57 chess players
School performance: %
4. Conclusion
There is a significant difference in the average school performance of the Top 9 players (those players who play for the school’s 1st team and compete in different schools chess tournaments: from local level to provincial and national levels) and the average school performance of the Top 57 players (which include beginners who have not competed in tournaments). The high academic achievers are also high chess achievers!
OTHER CHESS RESEARCH
- The Role of Chess in Modern Education (Marcel Milat)
- Benefits of Chess for Children (Dean J. Ippolito)
- The Case for Chess as a Tool to develop Children’s Minds (Dr P. Dauvergne)
PS: More chess research will be updated regularly.
A chess set in every classroom in every school in every community!