The Impact Of Chess Instruction On The Critical Thinking Ability And Mathematical Achievement Of Developmental Mathematics Students

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dc.contributor.advisorEllington, Roni M.
dc.contributor.authorBerkley, Darrin Keith
dc.contributor.departmentMathematics and Science Education Programen_US
dc.contributor.programDoctor of Educationen_US
dc.date.accessioned2018-04-27T16:11:47Z
dc.date.available2018-04-27T16:11:47Z
dc.date.issued2012
dc.description.abstractThis sequential explanatory mixed-methods study determined whether the game of chess can be used as an educational tool to improve critical thinking skills of developmental mathematics students and improve mathematics achievement for these students. Five research questions were investigated. These questions were as follows: (a) Is there a correlation between critical thinking as measured by the Watson-Glaser Critical Thinking Appraisal (WGCTA) and math achievement for developmental mathematics students? (b) Is there a correlation between chess achievement as measured by a chess assessment and critical thinking as measured by the Watson-Glaser Critical Thinking Appraisal? (c) Will instruction in chess improve critical thinking as measured by the Watson-Glaser Critical Thinking Appraisal (WGCTA)? (d) Will instruction in chess improve mathematics achievement? (e) What were the students' perceptions of the relationship between chess, critical thinking and mathematics achievement? For the quantitative phase of the study, the experimental group consisted of twelve students given chess instruction once a week, eighty minutes a week, for ten weeks. The control group was not given any chess instruction. For the qualitative phase of the study, six students were chosen to understand the experiences of students in developmental mathematics as well as how they perceive their abilities to play chess and think critically. The results of the quantitative phase of the study indicated that the chess instruction did improve mathematical ability, but did not improve critical thinking ability. There was a weak positive correlation between critical thinking and chess achievement. There was no correlation between pretest critical thinking scores and pretest mathematics scores. For the results of the qualitative phase of the study, the students perceived that there are many relationships between chess, critical thinking, and developmental mathematics. Students perceived that rote memorization has a greater impact on mathematics achievement than critical thinking ability. The students perceived that playing chess can improve critical thinking ability. Limitations of the study, implications for practice, and suggestions on improving the research methodology are also discussed.
dc.genredissertations
dc.identifierdoi:10.13016/M2H12VB1Q
dc.identifier.urihttp://hdl.handle.net/11603/10677
dc.language.isoen
dc.relation.isAvailableAtMorgan State University
dc.rightsThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
dc.subjectMathematicsen_US
dc.subjectCommunity collegesen_US
dc.subjectCritical thinkingen_US
dc.subjectEducationen_US
dc.subjectMathematicsen_US
dc.subjectChessen_US
dc.subjectMathematics--Study and teachingen_US
dc.titleThe Impact Of Chess Instruction On The Critical Thinking Ability And Mathematical Achievement Of Developmental Mathematics Students
dc.typeText

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