SOCIO-PSYCHOLOGICAL ANALYSIS OF FACTORS INFLUENCING CHESS EDUCATION
DOI:
https://doi.org/10.24234/miopap.v20i2.403Keywords:
chess knowledge assessment, divergent thinking, correlational analysis, progress in chess, teaching and learning chessAbstract
Armenia has adopted chess in primary school programs since 2011, and different types of research have been conducted to evaluate the effectiveness of this implementation. One of the questions to be addressed after chess adoption is: “What are the main and contextual factors of the effectiveness of that implementation?”, or “How these factors have been changed?”. The article tries to answer those questions by conducting correlational research on a representative sampling of Armenian students, their parents and teachers.
References
Mirzakhanyan R., Gevorgyan S., Sargsyan V., Daveyan H. (2017). Analysis of the Efficiency of Teaching Chess in Schools. Sociology Study, 7(1), 36–42.
Gevorgyan S.,Karapetyan V., at all (2019). Regular manifestations of divergent thinking in the process of discovering chess skills. Current state and development trends of chess education. International conference. Tsakhkadzor. 22-29.
Sargsyan V. (2019). The effectiveness of chess teaching in the context of basic psychological directions, Current state and development trends of chess education. International conference. Tsakhkadzor. 72-77.
Sargsyan V. Avetisyan M. (2019). Learning styles and teaching strategies at chess lessons. Current state and development trends of chess education. International conference. Tsakhkadzor.131-135.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Vahan SARGSYAN, Srbuhi GEVORGYAN, Lilit GEVORGYAN
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
