Student perspectives on school chess at the secondary level: cognitive, social and formative implications

Abstract

This paper focuses on analyzing the perspectives of secondary school students on the development of chess as a formative tool that strengthens creativity, logical, critical, and autonomous thinking. Authors agree that chess significantly contributes to the cognitive, emotional, and social development of students, helping them acquire necessary skills such as concentration, affective and cognitive development, problem-solving, analytical ability, memory development and extension, as well as the appropriation of ethical values ​​that a human being should possess within the educational, social, and community context. The population consisted of 830 students from both cycles in secondary school in educational district 08-05. The sample was stratified probability sampling with 246 students. The approach was quantitative, with a non-experimental, cross-sectional design. Data was collected using the CAVE questionnaire, which was validated by expert judgment. Reliability was assessed using Cohen's Kappa coefficient and Cronbach's Alpha. It is concluded that the majority of students show a high interest in learning chess in Physical Education classes and consider that this sport helps them improve their sociability. A lower inclination towards learning chess in external clubs was also observed, indicating that students prefer to learn it within the school context.