The Effectiveness of Chess on Problem-Solving, Working Memory, and Concentration of Male High School Students

The purpose of this study was to investigate the effectiveness of chess on the ability to problem-solving, working memory, and concentration of high school students. The statistical population consisted of all 10th-grade male students of Ahvaz city. A total of 40 subjects (20 experimental and 20 control subjects) were enrolled in this study by a multi-stage random method. The research design was experimental and pretest-posttest with a control group, along with data collection tools, including the Cassidy and Lang’s problem-solving style questionnaire (PSSG), Cornoldi’s working memory test (CWMT), and Weinstein and Palmer’s learning and study strategies inventory (LASSI). The experimental group received 15 sessions of training and practiced chess for four months, and the control group did not receive any intervention at this time. The results showed that chess significantly improved working memory and concentration of students in the experimental group compared with the control group but could not significantly improve the ability of problem-solving in these students. The results of this study encourage us to use this game more to improve memory or treat concentration problems.