Pupils and school staff held generally positive views of the chess intervention despite the null impact result¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Half of participating pupils said they liked the chess lessons a lot and only 8% reported not liking them; teachers were very positive about the intervention's impact on pupils' skills and behaviour. → Jerrim et al. 2016
Evidence¶
Jerrim et al. 2016¶
John Jerrim, Lindsey Macmillan, John Micklewright, Mary Sawtell and Meg Wiggins. (2016). Chess in Schools: Evaluation report and executive summary. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/library/chess-in-schools-protocol/
q2 · i? · associational · r1
Self-completion paper pupil survey administered in treatment schools in February 2015, approximately seven months after lessons ended, plus teacher and headteacher surveys. Staff perceived positive impacts on maths ability and learning skills such as concentration.
"Half of the pupils who participated in the trial said that they liked the chess lessons a lot, and only 8% reported that they didn’t like them. School teachers were very positive about the intervention and its impact on pupils’ skills and behaviour."
Discussion¶
Related Claims¶
- Chess lessons were less effective when the class teacher did not actively take part in the intervention — related
- The Chess in Primary Schools programme showed no evidence of a positive impact on Key Stage 2 mathematics attainment one year after the intervention ended — related
- The chess intervention showed no evidence of a positive impact on Key Stage 2 scores for children eligible for free school meals — related
- Pupils, teachers and parents held very positive views about the uniformed youth group intervention — related
- Teachers valued Lesson Study as professional development and reported changes to their practice despite null pupil outcomes — related
Page metadata
| Field | Value |
|---|---|
status |
review |
generated |
by process:wiki-ingest on 2026-11-01 |
trust |
unverified — no one has confirmed this page's content |
Frontmatter is the page's machine-readable record — see the Schema & Guide.