RT Journal Article
SR Electronic
T1 Does Teaching Children How to Play Cognitively Demanding Games Improve Their Educational Attainment?
JF Journal of Human Resources
JO J Hum Resour
FD University of Wisconsin Press
SP 993
OP 1021
DO 10.3368/jhr.53.4.0516.7952R
VO 53
IS 4
A1 John Jerrim
A1 Lindsey Macmillan
A1 John Micklewright
A1 Mary Sawtell
A1 Meg Wiggins
YR 2018
UL http://jhr.uwpress.org/content/53/4/993.abstract
AB A number of studies suggest that teaching children how to play chess may have an impact on their educational attainment. Yet the strength of this evidence is undermined by limitations with research design. This paper attempts to overcome these limitations by presenting evidence from a randomized controlled trial (RCT) involving more than 4,000 children in England. In contrast to much of the existing literature, we find no evidence of an effect of chess instruction on children’s mathematics, reading, or science test scores. Our results provide a timely reminder of the need for social scientists to employ robust research designs.