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The Effects of Chess Instruction on Academic and Non-Cognitive Outcomes: Field Experimental Evidence from a Developing Country

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  • Islam, Asadul

    (Monash University)

  • Lee, Wang-Sheng

    (Monash University)

  • Nicholas, Aaron

    (Deakin University)

Abstract

We conduct a randomized field experiment to investigate the benefits of an intensive chess training program undertaken by primary school students in a developing country context. We examine the effects on academic outcomes, and a number of non-cognitive outcomes: risk preferences, patience, creativity and attention/focus. Our main finding is that chess training reduces the level of risk aversion almost a year after the intervention ended. We also find that chess training improves math scores, reduces the incidence of time inconsistency and the incidence of non-monotonic time preferences. However, these (non-risk preference) results are less conclu-sive once we account for multiple hypothesis testing. We do not find any evidence of significant effects of chess training on other academic outcomes, creativity, and attention/focus.

Suggested Citation

  • Islam, Asadul & Lee, Wang-Sheng & Nicholas, Aaron, 2019. "The Effects of Chess Instruction on Academic and Non-Cognitive Outcomes: Field Experimental Evidence from a Developing Country," IZA Discussion Papers 12550, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp12550
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    More about this item

    Keywords

    chess training; math; non-cognitive outcomes; risk; randomized experiment;
    All these keywords.

    JEL classification:

    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments
    • D80 - Microeconomics - - Information, Knowledge, and Uncertainty - - - General
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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