Impact of Chess Training on Abstract Reasoning, Metacognitive Abilities and Mathematical Performance among School Students: A Psychometric Investigation

Abstract

In contemporary educational research, increasing attention has been directed towards learning experiences that cultivate advanced cognitive skills rather than surface-level content mastery. Chess, as a rule-governed strategic activity, requires players to engage in complex reasoning, anticipatory thinking and continuous self-monitoring, thereby offering potential cognitive benefits beyond recreation. This study explores the effects of structured chess training on abstract reasoning ability, metacognitive functioning and mathematical performance among secondary school students.

A quantitative comparative design was employed using standardized psychometric assessments and a curriculum-based mathematics achievement test. Students who had received formal chess instruction were compared with peers who had no exposure to structured chess training. Statistical analyses included descriptive measures, independent samples t-tests, correlation coefficients and multiple regression analysis. The findings indicate that chess-trained students achieved significantly higher scores in abstract reasoning, metacognitive awareness and mathematics achievement. Moreover, both abstract reasoning and metacognitive abilities were found to make significant independent contributions to mathematical performance. The study provides empirical evidence supporting chess as a cognitively enriching educational practice and offers implications for instructional planning, curriculum enrichment and policy initiatives aimed at strengthening students’ cognitive and academic development.