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Running head: TEACHING MIDDLE SCHOOL STUDENTS TO PLAY CHESS 1
Evaluation Plan for Instructional Unit
Teaching Middle School Students to Play Chess Online
Martha Rice
Texas A&M University - Texarkana
___________________________ ____________________________
Approval of Instructor Date
Teaching middle school students to play chess online 2
Abstract
According to research, the skills students learn and hone in learning and playing chess,
especially critical thinking skills, can help them become better math students as well as better
self-directed learners. Students can learn the basics of chess through online lessons and become
better at problem solving through continued chess playing. The online chess instructional unit
“Teaching Middle School Students to Play Chess,” which can be found at
http://pjhchess.wikispaces.com, was designed to teach middle school students to play chess and
to improve their skills at problem solving. To evaluate the efficacy of the instructional unit, after
taking a pretest to measure previous chess knowledge and about problem solving, three test
subjects will work through two of the online instructional modules. After the test subjects finish
the instructional units, they will take a posttest to measure what they learned about chess and
problem solving through using the instructional unit. Observations about test subjects’ ease in
using the instructional materials in length of time taken on each module will be recorded.
Preliminary test subjects will also provide attitudinal feedback via an online survey. Based on
test and survey results, instructional units will be improved, and a second, larger set of test
subjects (10-12) will repeat the evaluation, from pretesting chess and problem solving
knowledge to posttesting that same knowledge and providing survey information about the
instructional units themselves in order to improve the instructional units further.
Teaching middle school students to play chess online 3
Introduction
Students need to build skills and confidence in mathematics. Researchers have suggested
that there is a link between mathematics and chess. Gobet and Campitelli (2005) suggest that
students who learn and play chess do better scholastically. Mathematics success depends on
memory (Ashcraft & Krause, 2007), and according to Ferguson (n.d.), learning and working to
master chess improves memory.
Ferguson also suggests that success in chess encourages all kids to practice self-regulated
learning (SRL) and peer-guided learning. Ferguson also suggests that no matter what their
learning style, students benefit in playing chess because chess poses many problems to solve in a
competitive environment in which they want to succeed. Ho (2005) found that SRL has a
positive connection with academic achievement. Samuelsson (2008) found that problem-solving
increases students’ SRL, which in turn, alleviates mathematics anxiety. Marcou and Philippou
suggest that the key to SRL, which, in itself, is an important characteristic successful
mathematics students use, is the students’ belief in the task, the goal, and themselves. In fact,
SRL has become more important in schools, with teachers attempting to empower their students
to perform more independently, especially in mathematics problem-solving.
Teachers can help encourage students to practice SRL by promoting their students’
feelings that they will be successful. Students who understand that accurately gauging their self-
efficiency will increase their success in mathematics will feel more confident, and in turn, do
better in mathematics. Teachers who teach students problem-solving strategies produced the
greatest gains in a study carried out by Samuelsson (2008). When students used problem-solving
skills together with their peers, they were more interested in mathematics and more self-
confident about themselves and their abilities to solve problems and be successful in
Teaching middle school students to play chess online 4
mathematics. In fact, Reid (1992) found that cooperative learners benefited from individual
accountability, advancements in interpersonal skills and self-esteem, and achieved at a higher
level in mathematics. Intergroup competition seemed to be one of the reasons that these students
benefitted.
Experts in teaching mathematics using chess also promise leaps in mathematics
achievement (Root, 2008; Buky, 2007). Frank (1979) proved that chess can increase students’
mathematics (and verbal) scores. Ferguson (n.d.) proved that chess can increase students’
critical thinking skills. Buky (2007) and Buky and Ho (2008) proved that specific mathematics
skills can be improved when coupled with chess lessons. Margulies (1991) proved that the
process of learning chess increases students’ self-confidence in other problem solving situations,
a conclusion reinforced by Unterrainer, Kaller, Halsband, and Rahm (2006). Therefore, learning
and playing chess should enhance students’ success in mathematics.
AECT Standards
This project addresses standards established by the Association for Educational Communications
and Technology (AECT) including Instructional Design, Computer-Based and Integrated
Technology, Use of Media and Innovations, and Project Management. (Association for
educational communications and technology).
Formative Evaluation Plan
Method
A. Purpose: The purpose of this project is to conduct a formative evaluation of an
instructional product, “Teaching Middle School Students to Play Chess Online,” to
Teaching middle school students to play chess online 5
determine its effectiveness in teaching middle school students to play chess in order to
improve the instructional units.
B. Product Description:“Teaching Middle School Students to Play Chess Online” is an
instructional unit designed to teach students basics of chess including rules and
characteristics of chess pieces and problem solving skills related to playing chess. The
instructional unit is delivered online and is available at
http://pjhtechapps.wikispaces.com. After an introduction, students can work through the
multimedia instructional units at their own pace and can check their own understanding
through online quizzes.
C. Audience: The instructional unit is designed for middle school students as enrichment
for math or technology classes.
D. Participant Selection: 3 7th
grade students will test the chess instruction project to provide
constructive feedback. After using feedback to improve instructional materials, 10
students will use the instructional unit to learn to play chess. All students will be 7th
or
8th
graders at Pewitt Junior High School, including regular education, special education,
and gifted and talented education students.
E. Data Collection:
i. Preliminary assessment of test subjects’ chess and problem solving knowledge
(sample questions: What is the name of this piece? Where does it start the game?
How does it move? What is “check”? What does the king have to do if it is in
check?)
Teaching middle school students to play chess online 6
ii. Researcher’s observations about how long it takes test subjects to use
instructional materials and about how easy it is for test subjects to use the site
navigation.
iii. Test subjects will complete an online attitudinal survey using Survey Monkey to
answer questions about instructional materials’ 1) ease of use, 2) clarity, and 3)
level of engagement or user-friendliness. Questions primarily use Reichert scales
to allow test subjects to judge their levels of interest and learning using the online
chess learning materials. Survey is available at
http://pjhchess.wikispaces.com/Formative+Evaluation+Survey
iv. Post assessment of test subjects’ chess and problem solving knowledge (see
samples questions from preliminary assessment).
F. Data Analysis: After each evaluation, results from pre-assessment and post-assessment
will be compared to determine effectiveness of instructional materials and will enable
instructional materials to be improved. After each evaluation, researcher’s observations
and test subjects’ survey results will be studied to determine whether instructional
materials and course website are interesting and effect learning within test subjects, again
enabling instructional materials to be improved for target audience interest and to
maximize learning potential.
G. Project Timeline
February 7 Project proposal and acceptance
February 21 Instructional product
February 28 Instructional materials approved by expert
March 7 IRB approval
Teaching middle school students to play chess online 7
March 14 Letters of approval by parents
March 15 Project elements tested by small group of students
March 15 Instructional analysis
March 16 Adjustments to project materials
April 1 Instruction tested by all students in project
April 18 Project report, first draw
May 2 Project report completed and submitted
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