Chess Proposal v1

Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Aklan
District of Numancia
NUMANCIA INTEGRATED SCHOOL
Poblacion, Numancia, Aklan
Chapter 1
Introduction of the Study
Chapter one has eight parts: (1) Background of the Study, (2) Statement of the
Problem, (3) Hypotheses, (4) Theoretical Framework, (5) Conceptual Framework, (6)
Significance of the Study, (7) Scope and Limitations of the Study, and (8) Definition of
Terms.
Part One, Background of the Study, presents the background concepts and
realistic observation on why a certain problem exists.
Part Two, Statement of the Problem, presents interrogative statements or questions
that the researchers target to answer.
Part Three, Hypotheses, is where the researchers state their basis on reasoning.
Part Four, Theoretical Framework, narrates the related theories to the study to
explain and predict a phenomenon.

Division of Aklan
Part Five, Conceptual Framework, presents concepts in a logical and
sequential design.
Part Six, Significance of the Study, specifies the important contributions of
the research and its results to the people and the community.
Part Seven, Scope and Limitations of the study, sets the limits and details the
scope and the coverage of the study other than its constraints and restrictions.
Part Eight, Definition of Terms, provide important terms and its definitions on
how they will be used in the study.
Background of the Study

Division of Aklan
“Chess helps you to concentrate, improve your logic. It teaches you to play by the
rules and take responsibility for your actions, how to problem solving in an uncertain
environment”.-Garry Kasparovs
Chess is a mental game that requires a lot of focus and passion. This game need
so much time of practice so that players will be able to come up with strong attack or
good moves to beat their opponent. Chess is the game of life, is a game where every
decision made has an impact on the rest of your game. One bad move and your entire
game are ruined or in the least, it makes it hard to recover from that bad choice.
Meanwhile, Mathematics is considered the mother of all learning in both arts and
sciences. It is essential in almost every field: measurement in fashion, angles in sports,
technology and economics. Mathematics is not just computation but a tool for
understanding structures, relationships and patterns to produce solutions for real life
problems. (Azara, vol.9, No. 2 , pp. 90-99.)
Mathematics and Chess possess logical thinking and strategy that is way better for
increasing the brain. If you play chess you can increase your brain and with that you will
be better in Mathematics. Chess has long been recognized throughout the world as a
builder of strong mind. Chess bring outs latent abilities that have not been reached by
traditional education means. It teaches the values of hard work, concentration
objectivity, and the commitment. Burgoyne et. al. (2016) found positive correlations
between chess skills and cognitive abilities such as a fluid intelligence, processing speed,
short-term and working memory (WM), and comprehension knowledge. Altogether,

Division of Aklan
these characteristics of chess may foster attention, problem solving, self-monitoring and
thinking (i.e., metacognition). Both are based on logic. Mathematics relates to chess and
vice versa in many ways. You need to be sure about next step or steps while playing
current move. You need to think if a position or problem is given before solving it (Kumar,
2017). It’s a game of strategy that develops memory and concentration. In order to play
chess successfully, players need to “attack” their opponent’s pieces eliminate them.
Chess involves a lot of problem solving. Your mind is constantly scanning the board and
piecing together possible solutions. Chess challenges you to explore new combinations
and anticipate the result. It enhances your ability to think logically and concentration
(Prateek, 2017). The study of Jim Celone, president of the Connecticut State Chess
Association, through chess student learns how to analyze situation by focusing on
important factors and eliminating distractions. Students learn to devise creative solutions
and put plan into action.
Since chess is a game of intelligence, and it helps developing strategic thinking
and problem solving skills of students, it may also be effective in improving their cognitive
skills. But only recently has the United States begun to recognize chess to improve the
cognitive abilities, rational thinking and reasoning of even the least promising children.
In the schools, chess often serves as a bridge, bringing together of different
ages, races and genders in an activity they can all enjoy. Chess helps build individual
friendships and also school spirit when students compete together as teams against other
schools. Chess also teaches students about sportsmanship – how to win graciously and
Division of Aklan
not give up when encountering defeat. It provides a positive social outlet, a wholesome
recreational activity that can be easily learned and enjoy. This is one of the games, that
the students will have a great fun in the school-based chess club, competing in intra-
school and inter-school tournaments, making new friends, improving their games, and
achieving personal best. In Numancia Integrated School, many students are
participating in this event to showcase their talent in playing chess. Since intramurals or
these sports activities improves the physical health and socialization of every students in
the campus, chess is a game that is perfect some students that has a lot of focus and
wants to improve their mental health.
The performance of the country’s public high school students in the National
Achievement Test has been on the decline and is significantly lower than the scores of
public elementary school. DepEd showed that the average NAT score of public high
school students for School Year 2011 to 2012 was significantly lower at 48.9% compared
to elementary students’ 66.79%. According to Nambatac, (2011) Filipinos performed
poorly in Mathematics. Moreover, it is reported that Filipino students have poor
performance in Science and Mathematics subjects. In fact, the National Mean
Percentage Score in Math was only 48.90 which is described as below the National
Standard and it is among the five subjects in National Achievement Test (NETRC, 2012).
Some studies have shown that this is applied to game of chess and demonstrated
that chess player’s memory skills for chess positions did not extend to digits recall. Gobet
Division of Aklan
and Campitelli (2006) argued that there was no strong evidence for cognitive and
academic benefits of chess.
Thus, this study will be conducted to give information about the positive effects of
Playing Chess in the development of the Mathematical Problem Solving Abilities of
students and to determine the significant relationship between the two different variables.
Statement of the Problem
This study aims to determine the relationship between cChess aAbilityties and
Mathematical Problem- Solving Abilityies of among hHigh sSchool students of Numancia
Integrated School for SY 2019-2020. .
Specifically, the studyis will seek answers to the following questions;

Division of Aklan
1.) What is the profile of students in terms of:

a. sSex?
b. gGrade level and section?
c. aAge?
d. SHS tTrack/ sStrand?
2.) What is the level of chess abilityies of students when grouped by:
a. sSex?
b. Ggrade level and section?
c. aAge?
d. SHS tTrack/sStrand?
3.) What is the level of mMathematical pProblem- sSolving Abilities ability of

students when grouped by:
a. sSex?
b. gGrade level and section?
c. aAge?
d. SHS tTrack/s Strand?
4.) Is there a significant relationship between chess abilitiesy and mathematical

problem- solving abilitieys among high school students of Numancia Integrated
School?
Hypothesis
Based on the aforementioned specific problems, the following hypotheses were
formulatedmed:
Division of Aklan
 Chess ability has no significant relationship with mathematical problem
solving abilityies amongof high school students of Numancia Integrated
School.
Theoretical Framework
Chess is probably the single most studied domain on expertise, yet the evidence
for the relationship between chess abilities and cognitive ability is mixed (Burgoyne, 2016).
If you are good in playing chess does it indicate that a student has a high intelligence in
Mathematics? The theories provides some of the most conclusive evidence to date that
chess abilities is linked to mathematical problem-solving abilities. These will be supported
by the following theories:
FIG. 1 THINKING SKILLS ( Dubronik, 2019)
Higher Order Thinking Skills
CREATING
EVALUATING
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING
Lower Order Thinking Skill
THINKING SKILLS ( Dubronik, April 2019)

Division of Aklan
This theory was proposed by Dubronik 2019 stating that applying, understanding
and remembering our skills which current educational curriculum offers to children,
however with chess it is possible to develop more valuable skills like analysing, evaluating,
and creating. Chess works on the development of certain abilities, its role cannot be
regarded as special because it is surely possible to develop these abilities with some other
creative activity. However, attractive part of chess as an educational asset lies above all
in the exceptional suitability of a form allows creativity to develop through the game. The
beneficial role of chess also can be seen through the experience and the opinions of
those who are involved in the process. Although their estimations have avoided the strict
statistics judgment and have not gone through reliable standard of scientific research, it
is about people whose long-standing observations and thinking about the subject are a
sufficient reason to take them into account.
Figure 2. The SAM program Logic Model
Activity Outcomes Outcomes
Improve critical thinking

Improve Math Knowledge
20 to 30 hours of
Chess instruction
Division of Aklan
oy
Improve reasoning
Improve Concentration
Improve spatial reasoning

Improve Geometry Knowledge
Improve Solving strategies
The intervention finds its motivation in the theory presented above, suggesting that
problem solving and abilities are not only “subject-specific”, but could be develop
in different way. Namely the intervention is based on the idea that math abilities-such as
critical-thinking, solving strategies, reasoning and concentration could be enhanced by
the learning chess and not only by solving math problems. The underlying theory of
change is represented in the following logic model.
The SAM Program Logic Model intervention consisted of 20 to 30 hours of chess
instruction delivered in the classroom during regular school hour by a certified instructor.
The actual number of hours of instruction varied depending on the school’s availability
of resources and the on the number of hours that the regular classroom teaches made
available for it.
A Simplifying/problem posing
Context B
(real or Problem
imagined)
Division of Aklan
“computing” abstracting
D C
Mathematical
Solution
Representation
Fig 3. A model of complex mathematical activity ( Lester, Frank K. Jr. ,2013)
A Model of Complex Mathematical Activity ( Lester, Frank K. Jr. , 2013)
A Model of Complex Mathematical Activity shows mathematical
behaviour as a complex involved multiphase process that begins when an individual
working in a complex context poses a specific task to solve to start solving the task, the
individual simplifies the complex setting by identifying those concepts and processes that
seem to bear most directly on the problem. This simplifying and problem posing phase
involves making decisions about what should be attended to and what can be ignored,
developing a sense about how essential concepts are connected and results in realistic
Division of Aklan
representation of the original situations. Next comes the abstraction phase which
introduces mathematical concepts and notations. This abstraction phase involves the
selection of mathematical concepts to represent the essential features of the realistic
model. Once a problem solver has generated a mathematical representation of the
original situation, the realistic problem now becomes a specific mathematical problem
related to the representation. This mathematical problem requires a meaning all its own,
becoming an isolated, well-defined mathematical problem. The third phase of the
process involves manipulating the mathematical representation and deducing some
mathematical conclusions depicted in the figure by the ”computing arrow”. During this
phase, the person draws upon her or his store of mathematical facts , skills mathematical
reasoning abilities, and so forth. The final phase involve the individual in comparing the
conclusions/results obtained with the original context and problem, as well as with the
mathematical representation. In general the act of comparing the current state of one’s
work, thinking and decisions denotes how complex mathematical ability can be.
To sum up what Frank K. Lester Jr. have proposed is a blurring of the distinction
between problem solving and other mathematical activity emerging from research on a
mathematical solving and a constructivist thinking about learning.
Conceptual Framework
Division of Aklan
PROFILE OF STUDENTS
CHESS ABILITYIES
ACCORDING TO:
a. SEX
b. GRADE LEVEL & SECTION
c. AGE
MATHEMATICAL
d. SHS TRACK/STRAND
PROBLEM-SOLVING
ABILITYIES
Fig.3 Conceptual Framework of Chess Abilities and Mathematical Problem Solving
Abilities
Chess Abilities and Mathematical Problem Solving Abilities Conceptual Framework
This conceptual framework is created and used as pattern for determining the
relationship between cChess abilityies and mMathematical pProblem sSolving aAbilityies
amongof hHigh sSchool students of Numancia Integrated School. Chess ability and
mathematical problem-ability possesses a hypothesized relationship as shown by a single
single connecting these two main variables. Morevoer, tThe profile of students iswill be
described in the research in terms of four sub-variables: (a) sex (b) grade level and
section (c) age (d) SHS track/strand. The In the research, this variable is seen to possess a
Division of Aklan
hypothesized relationship with students chess abilities and mathematical problem solving
abilities. This hypothesized relationship is represented by the three-headed arrow
connecting each variables.profile of students is deemed to have some degree of
influence in both chess ability and mathematical problem solving ability as shown by the
arrows directed to the main variables.
Significance of the Study
This study will be able to contribute research-based data and knowledge on
possible relationship between High School students chess abilities and mathematical
problem-solving abilities among high school students.. Furthermore, the society, in general
can make informed decisions that are relevant to this area of this study..
More specifically, this study shall be beneficial to the various groups of people.
High School Students,. Tthis research study may also be effectivebeneficial to
secondary learnersstudents since by learning the effect relationship of chess ability to
mathematical problem solving abilities, they will and being convinced to practice the sport,
and in the process they may improve their cognitive skills and get higher grades in math
subject.hopefully their mathematics performance.

Division of Aklan
Teachers., tThis study teacher may prompt the teachers to introduce chess as
intervention for mathematics classes in efforts of hopefully improving overall mathematics
performance among students.will encourage the students to ask question and investigate
their own ideas and will able to help them improve their problem solving skills and well as
gain a deeper understanding of academic concept.
School Policymakers and Administrators. <???>
Parents,. Bythrough knowing the relationship of chess abilities and
mathematimical problem solving abiltites, parents may convince and support their
children to play chess and may be enlightened on the benefits of chess in improving the
mathematical problem solving abilities of their children.
Future Researchers., Tthis study will help them future researchers, especially local
ones, in finding the data in a less time.any related research undertaking by providing them
up-to-date information on the relationship between chess ability and mathematical
problem-solving ability in the Philippine context. They may also use this study for references.
It will give them a background or overview of Chess Abilities: Its Relation to Mathematical
Problem Solving Abilities of High School student S.Y 2019-2020

Division of Aklan
School Policy Makers and Administrators, this study school policy maker will help
students improved instruction, better learning, and enhanced school
effectiveness/organizational efficiency. Administrator will analyze student data to
determine the academic needs of all students. The administrators will address their own
professional practice and improve student learning and achievement.
Scope and Limitation of the Study
This study is a correlational study research focusing on the significant relationship
between chess abilityies and mathematical problem-solving abilityies of 18? and is limited
only to the hHigh sSchool students and chess players of Numancia Integrated School who
are currently enrolled in the School Year 2019-2020.
The study will only focus to thosdelimite chess players to only those who were
screened during the School Sports Interclass Meet on the month of Augustheld on August
2019, with the understanding that they have been playing the game long enough so as not
to be called beginners.. They will be considered as the respondents for this study and chosen
to answer the test that will be given by the researchers.
Definition of Terms
Division of Aklan
To fully understand the intention of this study, researchers defined some terms that
will be used in the study, both conceptually and operationally.
Age. The length of time during which a being or thing existed. (https://
www.dictionary.com)
In this study, age is a variable comprising the student’s profile which refers to how
old the students are as respondents.the students who will participate in this study.
Chess. A board game of strategic skills for two players played on a checker board.
Each player begins the game with sixteen pieces that are moved and used to capture
opposing pieces according to precise rules. The object is to put the opponent’s king under
a direct attack from which escape is impossible(checkmate).(2015, October 4).(Dictionary
from Oxford). Retrieved from https://www.oxforddictionaries.com
In this study, chess is a type of game students are skilled at playing and that may
have a relationship that can enhance your mental ability.with their mathematics problem-
solving abilities.
Correlation. The relationship between things that happen or change
together.(2019, August 12).(Merriam-Webster).Retrieved from https://www.merriam-
webster.com/dictionary/autocorrelation
Division of Aklan
In this study, it is the relationship or connection of between two different
quantitative variables. main variables chess ability and mathematical problem-
solving ability that is under investigation.
Grade level. Is the level of educational program studied by a student. (2015,
February). (gradelevel.pdf). https://edu.gov.ph
In this study, grade level is a variable comprising the student’s profile which refers
to the academic level wherein the students in this study are presently enrolled.
Mathematics. Mathematics the signs of numbers and their operations,
interelations, combinations, generalizations, and abstractions and of space
configurations and their structure, measurement, and transformation. (2019, April 30).
(Meriam- Webster Dictionary). https://merriam-websterdictionaries.com/
In this study, Mathematics is refers to a subject fromin which
students’mathematical problem-solving ability will be tested. show outstanding ability in
solving mathematical problem.
Numancia integrated School. Numancia Integrated School Formerly Numancia
Elementary School is a DepED Managed Monograde Public Secondary School Located in
the Lone District of Aklan. (2018, September 24.). (entranced university). Retrieved from
https://DepEd.Aklan.org
Division of Aklan
In this study, Numancia Integrated School is the locale of the study.
Problem–Solving Ability. Refers to our ability to solve problems in an effective and
timely manner without any impediments ( 2015, April 27).(CLEVERISM dictionaries). retrieved
from https://www.cleverism.com/feed
In this study, the term will be usedrefers to describe the individuals to the ability of
students to to solve mathematical problems and is deemed to solvinhave relationship with
chess ability. Mathematical problem-solving ability will be measured using a validated
researcher-made test.g.
Section. A part is cut off or separated.(https://www.dictionary.com)
In this study, section refers to the division in every grade level wherein in Numancia
Integrated School, in each grade level, there are five sections: section 1, section 2, section
3, section 4 and section 5.
Sex. Is the classification of people as male or female, typically assigned at birth
based on the appearance of external anatomy. (2018, Febuary 7).(Your Dictionary).
Retrieved from https://yourdictionary.com/
In this study, sex is a variable comprising the student’s profile that may affecthas
some degree of influence on both chess ability and math problem solving abilityies.
Division of Aklan
Track/Strand. Is a consistent thread running through a course offer irrespective of
its subject content. (2007). (PCO). https://www.weaeducation.typepad.co.uk Commented [rdb1]: Get definition from deped website
In this study, track/strand is the Senior High School specialization wherein the SHS
students are currently studying.
Students. Is a person who is learning at a college or university, or sometimes at a
school.(2019,September 4).(Cambridge Advanced Learner’s Dictionary). Retrieved from
https://dictionary.cambridge.org/us/amp/english/student
In this study, students will be the respondent , in the studynot to mention they are
all chess players..

Division of Aklan
Chapter 2
Review of Related Literature
For better comprehension of the study, related literature connected to this study
is reviewed in this chapter. This chapter consists of 5 parts, namely: (1) Concept of
learning chess, (2) Relationship of chess and mathematical problem – solving
abilities, (3) Mathematics and Chess performance of students, (4) Effects of chess
on Mathematical problem- solving abilities, (5) Role of Chess and Mathematical
problem-solving abilities in the development of society.
Part One, Concept of Learning chess , denotes to give students the
confidence to explore and develop an understanding of the world around them.
Part Two, Mathematical problem solving abilities, denotes on how
mathematical problem solving abilities define in the study.
Part Three, Mathematics Performance of students, defines the
performance and the ability of the students to cope up and acquired complex
skills and to determine strategies that will help students perform better in
Mathematics.
Division of Aklan
Part Four, Relationship of Chess Abilities and Mathematical Problem- solving
Abilities, which defines the connection between Chess abilities and Mathematical
Problem– solving abilities.
Part Five, Effects of Chess on Mathematical Problem- Solving Abilities of
students, analyze that chess involves many aspects of high level cognition and
requires sophisticated Mathematical Problem- Solving Abilities.
Part Six, Role of Chess and Mathematical Problem- Solving abilities in the
development of society, represents how chess and Mathematics to improve the
development of society.
Division of Aklan
Concept of learning chess
Chess has long been recognized throughout the world as a builder of strong
intellects and has the ability to improve the cognitive abilities, rational thinking and
reasoning of even the least promising children. Chess brings out latent abilities that have
not been reached by traditional educational means. It promotes logical thinking, instills
a sense of self confidence, and self-worth, improves communication and pattern
recognition skills. It teaches the values of hard work, concentration, objectivity, and,
commitment. As former World Chess Champion Emmanuel Lasker said, "On the
chessboard lies and hypocrisy do not survive long."
In the study of Bart (2014) argues that to play chess well, you need to understand
and evaluate chess positions, taking into account the different mobility patterns of the
pieces, requiring fluid intelligence and concentration capacity. You then have to
formulate and evaluate possible moves, requiring executive functioning, recognition of
patterns, and critical thinking. He goes on to argue that for these reasons, chess may
lead to cognitive improvements.
Mathematical problem solving abilities
Education in each discipline helps students to think, also helps students to be
responsible for his thoughts, Attitude and way of thinking can be developed through
a process of learning math, because math is a means of thinking, logical thinking
methods, structure and linkages between the strong and clear concept. Thus
Division of Aklan
educators no longer doubt that mathematics can train our ability to think rationally so
that it can be a good problem solver, it serves as a tool for problem-solving,
communication, reasoning patterns of thinking and connectedness with other
aspects.
One of the activities in mathematics that are considered important enough by
both teachers and students at all levels from elementary through high school is a
problem-solving abilities. It is appropriate in Subjects Mathematics Content Standards
(SIMPM) for all levels of primary and secondary education.
The study of Lesh ,Zawojewsk,i Kuzle (2013) defines "Mathematical problem
solving as the process of interpreting a situation mathematically, the which usually
involves Several iterative cycles of expressing, testing, and revising mathematical
interpretation and of sorting out, integrating, modifying, revising or refining clusters of
mathematical concepts from various topics within and beyond mathematics. It is
ability to understand problems and carry out selected strategies of completion, and
re-examine problem solving to subsequently make solutions in other ways or develop
problem solving when students are dealing with mathematical problems.
According to the theory proposed learning Gagne Dahar, (2011) "the ability to
solve a problem is basically the main purpose of the educational process". Solving
math problems is very important so that a general purpose of teaching mathematics,
even as the heart of mathematics aims to help develop thinking mathematically. In

Division of Aklan
addition to what have been said Vettleson (2011) "In the discipline of mathematics,
the use of problem solving skills has been extremely important and highly influential”.
Bahar and Maker (2015) stated that the concept of problem solving is referred to
by scientists as a high-level thinking process consisting of intellectual ability and major
cognitive processes. In addition to this, (NCTM,2000p.52) said that “ Problem solving
means engaging in a task for which the solution method is not known in advance . In
order to find a solution, student must draw on their knowledge and through this process
, they will often develop new mathematical major means of doing so”.
Mathematics performance of students
Seeing that Mathematics is one of the subjects around the world, learning it is one
of the ways that can train the learners to improve their critical and problem-solving skills.
Yet, in today’s millennial generation where learners are passive receptors of information,
Mathematics alone may not motivate them to learn to think critically and solve problems
logically. The learners need another method that can influence them to study
Mathematics that is engaging and enjoyable. Since the learners of this generation love
to play games, the researchers believe that teaching them to play a sport such as chess
will make them improve the mental ability.
Indonesia quality math education on a national scale is low, although schools in
the country for a long time already have experience in applying mathematics courses,
the result achieved is far from satisfactory. One cause of low mathematics learning
Division of Aklan
outcomes of students because many students who think math is difficult to learn.
Especially if a given problem is related to of everyday life and some students have
difficulties in solving problems and to interpret the given problem in the form of word
problems. In addition, Simamora et al. (2017) reported that the results of interviews with
teachers stated that word problem in mathematics was very difficult for students. It was
also found that many students did not like mathematics because mathematics was too
difficult for these students Thus, students are not able to resolve the problem given that
students tend to draw conclusions to perform the operation numbers that exist in the
matter of the story without understanding what the problem is given in the matter. Where
the problem-solving usually involves some combination of concepts, requires the ability
to think and skills of students( Jumaita NoprianiLubis et.al, Vol. 4, Issue 2, pp: (131-137),
2017)..
According to Nambatac (2011), Filipinos performed poorly in Mathematics, it is
reported that Filipino students have poor performance in Science and Mathematics.
Skaalvik et al. (2015) stated that student motivation was strongly predicted by
self-efficacy. So, the student’s self-efficacy should be taken seriously by the teacher.
Research in the field of mathematical education with the context of local culture was
also carried out by (Yusra and Saragih 2016). This study provided results that there was
an increase in students’ ability in mathematical communication after being given
learning with the joyful-based learning approach in the context of Malay Culture. The
research also provided results that utilize local culture in mathematical teaching both
Division of Aklan
in making concept discoveries, and in solving mathematical problems, could improve
higher mathematical thinking ability. Additionally, Alfieri et al. (2011) stated that
discovery learning without assistance has not benefit students, while feedback,
examples of (success) work, scaffolding, and teacher explanations such as
reinforcement will be beneficial to student learning achievement. According to Evans
and Swan (2014), students’ ability can be developed by comparing alternative
problem solving strategies in mathematics. This can be done by giving students the
opportunity to simulate “sample student work” to be discussed and criticized after they
themselves have solved the problem. This approach potentially develops
metacognitive actions in which students reflect their own planning decisions and
actions during mathematical problem solving.
In mathematics learning, students’ mental condition is an important aspect. The
student’s belief system (about itself about mathematics, about problem solving)
determines student success in solving problems (Schoenfeld, 2013). Student self-
efficacy, which is the student’s confidence in his ability, influences students’
mathematical problem solving ability.
Relationship of chess abilities and mathematical problem solving abilities
Over the past years, there has been a lot of research on whether there is a link
between chess abilities and mathematical problem solving abilities.

Division of Aklan
Chess enhances our thinking skills. Good chess players can be good
mathematicians if they are properly trained and taught especially because playing
chess is more on solving problems using critical thinking just like in studying Mathematics
in school. Since playing chess is like solving problems in Mathematics it also requires a
high concentartion thorough thinking in order to find solutions. Chess is a game that is
perfect some students that has a lot of focus and wants to improve their mental health.
Mathematicians who play chess usually admit that chess is a part of Mathematics
and it is the most mathematical of all strategic games. Mathematics is considered the
queen of the sciences while chess is the queen of all board games. Both share an
abstract way of reasoning in solving problems. Mathematics is like chess, is one of the
things where constant practice, constant thinking, and imagining, and studying are
necessary to achieve mastery of the subject”. Therefore, a good chess player can be
a good mathematician if properly trained and educated. The finding of the recent
study is supported by the post of regarding famous chess players who are also
mathematicians namely: Adolf Anderssen (1818-1879); Emanuel Lasker (1868-1941);
Albert Einstein (1879-1955); Max Euwe (1901-1981); Paul Keres (1916-1975).
Boruch (2011) mentions that chess players do have uncommonly good
memory and concentration abilities but notes that this may of course be entirely due
to self-selection. Based on this, he argue that persons good at problem solving are also
good in a game of chess because of experience stored in long term memory that can
be used to determine the best course of action. He emphasize the importance of long-
Division of Aklan
term memory to cognition, thus arguing against the transferability of problem solving
skills in chess to other domains. On the other hand, Burgoyne et. al,. (2016) found
positive correlation s between chess skills and cognitive abilities such as a fluid
intelligence, processing speed, short term and working memory , and comprehension
knowledge. Altogether, these characteristics of chess may foster attention, problem
solving , self-monitoring and thinking. To further discuss this, Kumar (2017) stated that
Mathematics relates to chess and vice versa in many ways. You need to be surer about
next step or steps while playing current move. You need to think if a position or problem
is given before solving it.
According to Palm (2016), chess is one of the mind- blowing puzzle game that
consists problem-solving skills to move pieces for the opponents to be stocked on the
board. Moreover, Tanmay (2017) said that chess involves problem solving. Your mind
is constantly scanning the board and piecing together possible solutions. Chess
challenges you to explore new combinations and anticipate the result.
According to Chekole (2012) a good mathematician does not always make a
good chess player and a good chess player not always make a good mathematician.
Effects of Chess on Mathematical problem solving abilities
Chess increases mathematical problem-solving skills because math and chess are
isomorphic domains; by playing chess, math concepts are made less abstract and thus
more manageable; a chess player must use high skills as planning, abstract thought,
Division of Aklan
calculation of variants, monitoring of strategies, and thoughts that are necessary in
mathematical skills; a chess player perceives the victories and defeats
as a result of his choices on the board, the correctness of which is proportional to the
practice and the efforts of the player himself; this is supposed to increase the
empowerment of the player and, consequently, the confidence in his own abilities; the
chess player becomes aware of the necessity of enduring attention, addressed to both
the simple elements of the game and to the dialectical relationship between elements;
attention that is already potentially present in the participant, but that the actual
environment and habits tend to reduce; chess is an amusing and rewarding activity that
encourages children to play more. In other words, chess gets a “virtuous circle” started,
and this circle can be very useful also to develop good mathematical abilities.
Children’s attentive skills could be enhanced by the practice of the game of
chess, and this fact could explain the improvements in mathematical problem-solving
abilities related to game practice: “this difference may be due to the increased capacity
of the pupils of reading and interpret correctly the mathematics problems, apply their
mathematics knowledge and reflect on their own actions and strategies, as effect of
chess training” (Trinchero, 2013). In addition, Bart (2014) said that since chess is a
demanding task involving focused attention and problem solving, playing chess should
strengthen the cognitive abilities and thus be benificial for childrens school performance.
Bart (2014) states that chess instruction has indeed positive effects on
scholastic achievements. These studies tend to document positive causal links from
Division of Aklan
chess instruction to mathematics achievement and non-verbal cognitive from chess
instruction to intelligence and problem solving. Additionally, Trinchero (2013),
investigates the impact of chess instruction on PISA math test scores. Using non-
randomized data on children aged 8-10 in Italy and a raw difference-in-differences
approach, he finds that chess instruction in school improves problem solving abilities.
The estimated effect is statistically significant but rather small. Consistent with this
finding, Barrett & Fish, (2011), Yektayar, & Abad, (2012) et al., studies have found that
children attending chess lessons show significant improvements in mathematical
abilities. Yet Dumontheil & Klingberg (2011) show that visuospatial working memory has
significant positive effects on the ability to learn mathematics. Furthermore, studies of
Trinchero (2012) and Kazemi et al. (2012), which investigated the effects of a chess
course on children’s mathematical problem-solving ability, deserve a particular
attention. Both of these studies have found a significant improvement in problem-
solving scores in chess-trained children compared with children who have not
performed any chess-related activity. These results suggest that chess could increase
not only basic mathematical abilities but also competences,such as mathematical
problem-solving abilities. Also, (Trinchero, 2013) consisting in a 10- to 15-hr chess course
supported by a computer-assisted training (CAT) is able to improve mathematical
problem solving ability in children in a shorter time. Assuming that at least some chess
abilities can be transferred from chess to the mathematical problem-solving domain,
our hypothesis is that the chess trained children group will show a significantly higher
Division of Aklan
improvement in mathematical problem-solving skills compared with children who did
not receive any chess training, and among the subjects who received chess training,
those who used the CAT more will show a higher improvement. In addition to this,
Richland et al., (2012) stated that there is a general feeling that novel methods of
teaching have to be developed to make mathematics instruction more effective..
Through chess, children train several context-independent skills ( such as the ability to
understand the existence of a problem or the need for correct reasoning), which may
transfer to the mathematical domain ( Sala, Gorini, & Pravettoni, 2015).
A similar argument is deployed in the IoE Study Jerrim et al., 2016; (p. 6 et seq.)
that chess may be beneficial for mathematical ability and, more widely, academic
achievement by enhancing concentration and problem-solving skills. Additionally,
Pelay (2011), concluded that students could also acquire general cognitive skills such
concentration and intelligence, which would positively affect their schools results
generally.
Sawtell, Wiggins et al,. (2016), said that chess combines numerical, temporal, and
combinatorial aspects, in addition these characteristics of chess may foster attention,
problem-solving, and self-monitoring of thinking. Additionally, Garner (2012) stated
that chess " directly contributes to academic performance, chess males children
smarter".
Sala and Gobet (2017), found that although there appeared to be a significant
effect for the groups who played chess, the majority of the literature failed to have an
Division of Aklan
active control group. In other words chess instruction was compared to no alternative
activities and positive effects. They conclude " Those results suggest that the effects of
chess instruction, when rigorously tested, are modest and that such interventions
should not replace the traditional curriculum in mathematics".
Role of Chess and Mathematical problem solving abilities in the development of
society
Mathematics occupies a crucial and unique role in the human societies and
represents a strategic key in the development of the whole mankind. The ability to
compute, related to the power of technology and to the ability of social organization,
and the geometrical understanding of space time, that is the physical world and its
natural patterns, show the role of Mathematics in the development of a Society
Chess is a great educational tool for schools because it helps you focus, it helps
developed your creativity, chess builds your confidence, and chess helps developed
problem solving skills.
The vision of Indonesian mathematics education states that mathematics
education is devoted to understanding mathematical concepts and ideas which are
then applied in routine and non-routine problem solving through reasoning,
communication, and connection development inside mathematics and outside
mathematics itself (Saragih et al., 2017). Additionally, Saragih & Napitupulu, (2015) stated
that students are expected to be able to use mathematics and mathematical thinking,
Division of Aklan
both in daily life learn and also learning science subjects . Moreover the results of the
data analysis of PISA 2013 by Scherer & Beckmann (2014) stated that mathematical and
scientific competencies significantly contribute to problem solving throughout the
country.
Phonapichat et al. (2014) stated that the main purpose of teaching mathematics
is to enable students to solve problems in daily life. The mathematical problem solving
ability itself is not only a goal in mathematics learning, but also something that is very
meaningful in daily life and in the world of work; being a problem-solver can provide
benefits (Pinter, 2012),
According to Kasparov (2016) “Chess has its place, with a substantial part of the
audience waiting to be tapped in schools. Chess is a reflection of the society and should
be part of family culture to become a mass sport.
Synthesis
Chess has long been recognized throughout the world as a builder of strong
intellect therefore learning chess plays an important role in the lives of students.
Division of Aklan
Concept of learning chess requires concentration capacity and intelligence. You
need to formulate possible movement of pieces that require executive functioning,
pattern recognition and critical thinking.
Mathematical problem solving abilities is a process of mathematically interpreting
a situation which usually involves several iterative cycles of mathematical
interpretation, testing, revising, integrating and modifying clusters of mathematical
concepts from various topics within and beyond mathematics.
Mathematics is a very important subject in formal education and is closely related
to human life. In this study, Filipinos performed poorly in mathematics subject that is
why students self-efficacy should be taken seriously by the teachers.
Experts have been arguing if there is a significant relationship between the chess
abilities and mathematical problem solving abilities. There are some researchers that
have been conducted to prove that there is a significant relationship between the
two. These two variables promotes higher order thinking skills, the analysis of position in
chess has a lot in common with mathematics problem, they both requires a constant
concentration, and also they both enhance the critical thinking skills.
Chess is a great educational tool for schools because it helps you focus , develop
your creativity, chess builds your confidence, it improves your critical thinking skills and
helps developed problem solving abilities, chess instruction may positively affect visual
Division of Aklan
memory, attention span persistence, concentration capacity, spatial reasoning skills,
self-respect, and executive functioning.
The main purpose of teaching mathematics is to allow students to solve problems
and to be able to use mathematics and mathematical thinking both in daily lives as
well as chess. Chess has the ability to increase logical thinking, concentration and
developed problem solving abilities of students. It has a meaningful purpose in the
society especially in the world.
Since the learners of this generation love to play games, the researchers
recommend that teaching them to play a sport like chess will positively improve their
mathematical problem solving abilities.
Chapter 3
Methodology
Division of Aklan
Chapter three has seven parts: (1) Research Design, (2) Locale of the study, (3)
Respondents,(4) Sample Size and Sampling Techniques,(5) Research Instrument, (6) Data
Gathering Procedure, and (7) Data Analysis Procedure.
Part One, Research Design, defines the type of quantitative research being used
in this study.
Part Two, Locale of the study, specifies, states, and describes the boundary from
which the study is conducted.
Part Three, Respondents, recognizes and identifies the people that has the
essential characteristics for the research.
Part Four, Sample Size and Sampling Techniques, states how the sample is
gathered and how large it is.
Part Five, Research Instrument, presents the research instruments used to gather
data from the participants/respondents.

Division of Aklan
Part Six, Data Gathering Procedure, states the process of how the data is
gathered.
Part Seven, Data Analysis Procedure, shows how the process of how the data is
analyzed and interpreted.
Research Design
Division of Aklan
This study is quantitative in nature since the research question we seek to answer
lead to numerical data. This study will make use of nNon-experimental research design
which is correlative.
According to Darrin (2015) , correlational research is focused on examining the
relationships among two or more variables. This information can be used either to explain
the phenomenon or to make predictions.
Specifically, this study is a correlational as it aims to determine if there is a
significant relationship between chess abilities and mathematical problem-solving
abilities of among hHigh sSchool students of Numancia Integrated School.
Locale of the Study
The study will be conducted in Numancia Integrated School, located at
Poblacion, Numancia, Aklan.
Respondents
The target respondents of the study are The respondents of this study will be
exclusive to18 hHigh sSchool students of Numancia Integrated School who are currently
enrolled for the S.Y 2019-2020. They Moreover, they are a good fit for the study will be
chosen to involved in the study sinceas they are all are the respondents who are good in
playing chess players. and were screened during the School Sports Interclass Meet.
Division of Aklan
Sample Size and Techniques
The target population of the study are the High School students of Numancia
Integrated School who are currently enrolled for the S.Y 2019-2020. Researchers will make
use of non-parametric test due to the lack of respondents who can play chess well and
those students who screened during the School Sports Interclass Meet that will need in
this study.
Purposive sampling will be used as a sampling technique.; Tthis is based on the
intention or the purpose of study. Only those elements will be selected from the
population which suits the best for the purpose of this study. Thus, all students who are
chess players..
Research Instrument
This study shall make use of two research instruments to provide data on the
variables being studied. The test will be validated by the statistician, who are expert on
the field, research teacher and grammarian.A validated test will be used to determine
the significant relationship between chess ability and mathematical problem-solving
ability. To measure the respondents’ chess abilities and mathematical problem-solving
abilities, the researchers will make use of a test which composed of chess puzzle and test
consist of 30-items questions concerning to mathematical problem solving abilities.

Division of Aklan
A cover letter addressed to the researchers is attached to the test explaining the
research, its rationale, purpose and the general instructions on how to fill out the form.
The test is composed of three parts. Part one seeks to gather data regarding the
demographic profile of the respondents which includes their sex, grade level and section,
age and SHS track/strand. Part two of the test composed of chess puzzle which the
respondents will simply answer the puzzle provided and part three of the test consist of
questions about mathematical problem solving. By doing this, the researchers will be able
to determine the significant relationship between the two different variables.
Data Gathering Procedure
In collecting the data from the respondents, researchers will present a letter
of consent to the advisers before administering the test to the respondents and then
returning it to the researchers after all the test has been answered. All respondents will be
given time to answer the test in their respective room during their vacant time. A
scheduled test will be conducted as agreed by respondents and researchers.
Data Analysis Procedure
Frequence and percentage used will be used to determine the respective
frequencies and percentages usually for variables under student’s profiledata on profile(
e.g. level, age, gender etc.). Mean used will be used to get average or central value(
Division of Aklan
e.g level, extent, status, etc.). These will be used to determine the collective profile of the
students.
In analyzing the data the researchers will review and interpret the gathered
information which wil be written in tabular form presenting the Socio Demographic profile
of the respondents. The scores of the respondents regarding the level of chess abilities
and level of mathematical problem solving abilities will be tallied and analyzed with the
help of pie chart. All the responses will be summarized and written in narrative form with
numerical attached. Furthermore, the data will be presented in the manner that will show
the significant relationship between chess abilities and mathematical problem solving
abilities.
The following softwares and programs will be used in the organization of
data:
Microsoft Excel – definition here.
SPSS in full name – definition here
Statistical Tool
This quantitative research made will make use of theseis statistical tools:
Spearman’s Rho is a non parametric test used to measure the strength of
association between two variables. It differs from Pearson’s correlation only in that the
Division of Aklan
computations are done after the numbers are converted to ranks. When converting to
ranks, the smallest value on X becomes a rank of 1.
Kruskal wallis -
Mann Whitney -

Chess Proposal v1

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chess Proposal v1

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

Introduction of the Study

realistic observation on why a certain problem exists.

Part Two, Statement of the Problem, presents interrogative statements or questions

that the researchers target to answer.

explain and predict a phenomenon.

Part Five, Conceptual Framework, presents concepts in a logical and

Part Six, Significance of the Study, specifies the important contributions of

how they will be used in the study.

Background of the Study

sciences. It is essential in almost every field: measurement in fashion, angles in sports,

problems. (Azara, vol.9, No. 2 , pp. 90-99.)

traditional education means. It teaches the values of hard work, concentration

short-term and working memory (WM), and comprehension knowledge. Altogether,

Association, through chess student learns how to analyze situation by focusing on

and put plan into action.

Since chess is a game of intelligence, and it helps developing strategic thinking

In the schools, chess often serves as a bridge, bringing together of different

achieving personal best. In Numancia Integrated School, many students are

wants to improve their mental health.

to elementary students’ 66.79%. According to Nambatac, (2011) Filipinos performed

poorly in Mathematics. Moreover, it is reported that Filipino students have poor

performance in Science and Mathematics subjects. In fact, the National Mean

academic benefits of chess.

Playing Chess in the development of the Mathematical Problem Solving Abilities of

Statement of the Problem

Specifically, the studyis will seek answers to the following questions;

1.) What is the profile of students in terms of:

3.) What is the level of mMathematical pProblem- sSolving Abilities ability of

4.) Is there a significant relationship between chess abilitiesy and mathematical

Based on the aforementioned specific problems, the following hypotheses were

 Chess ability has no significant relationship with mathematical problem

solving abilityies amongof high school students of Numancia Integrated

chess abilities is linked to mathematical problem-solving abilities. These will be supported

by the following theories:

FIG. 1 THINKING SKILLS ( Dubronik, 2019)

Higher Order Thinking Skills

Lower Order Thinking Skill

THINKING SKILLS ( Dubronik, April 2019)

sufficient reason to take them into account.

Figure 2. The SAM program Logic Model

Activity Outcomes Outcomes

Improve critical thinking

Improve spatial reasoning

Improve Solving strategies

critical-thinking, solving strategies, reasoning and concentration could be enhanced by

change is represented in the following logic model.

The SAM Program Logic Model intervention consisted of 20 to 30 hours of chess

available for it.

Fig 3. A model of complex mathematical activity ( Lester, Frank K. Jr. ,2013)

A Model of Complex Mathematical Activity ( Lester, Frank K. Jr. , 2013)

A Model of Complex Mathematical Activity shows mathematical

behaviour as a complex involved multiphase process that begins when an individual

selection of mathematical concepts to represent the essential features of the realistic

model. Once a problem solver has generated a mathematical representation of the

becoming an isolated, well-defined mathematical problem. The third phase of the

process involves manipulating the mathematical representation and deducing some

mathematical solving and a constructivist thinking about learning.

b. GRADE LEVEL & SECTION

Fig.3 Conceptual Framework of Chess Abilities and Mathematical Problem Solving

Chess Abilities and Mathematical Problem Solving Abilities Conceptual Framework

relationship between cChess abilityies and mMathematical pProblem sSolving aAbilityies

mathematical problem-ability possesses a hypothesized relationship as shown by a single

abilities. This hypothesized relationship is represented by the three-headed arrow