Cognitive and non-cognitive effects of a chess instruction program in Kenya

Last registered on December 27, 2024
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Pre-Trial

Trial Information

General Information

Title
Cognitive and non-cognitive effects of a chess instruction program in Kenya
RCT ID
AEARCTR-0014888
Initial registration date
November 22, 2024

Initial registration date is when the trial was registered.

It corresponds to when the registration was submitted to the Registry to be reviewed for publication.

First published
December 03, 2024, 1:14 PM EST

First published corresponds to when the trial was first made public on the Registry after being reviewed.

Last updated
December 27, 2024, 7:36 PM EST

Last updated is the most recent time when changes to the trial's registration were published.

Locations

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Primary Investigator

Name
Uyanga Byambaa
Affiliation
UC Berkeley
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Other Primary Investigator(s)

PI Name
Jonathan Old
PI Affiliation
UC Berkeley
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Additional Trial Information

Status
On going
Start date
2024-08-19
End date
2025-02-28
Keywords
Education
Additional Keywords
school intervention, cognitive skills, chess
JEL code(s)
Secondary IDs
Prior work
This trial does not extend or rely on any prior RCTs.
Abstract
The ability to analyze multiple options and make well-informed decisions, along with skills such as strategic planning, memory enhancement, and spatial understanding, are invaluable attributes cultivated through chess. Concurrently, studies have indicated that poverty can hinder cognitive function. Especially in developing settings, children underutilize their brains both outside and in school. We use chess as an educational tool to enhance children's cognitive development. Our hypothesis posits that these essential skills— decision-making, planning, memory, and spatial awareness—can be acquired, and chess stands out as a highly effective method for honing them, offering lasting benefits in later life. Our research is specifically geared towards understanding the impact of chess instruction in schools on both academic and non-academic achievements of students, delving into the underlying mechanisms at play. To casually study this question, we'll employ a randomized field experiment in rural schools in developing countries
External Link(s)

Registration Citation

Citation
Byambaa, Uyanga and Jonathan Old. 2024. "Cognitive and non-cognitive effects of a chess instruction program in Kenya." AEA RCT Registry. December 27. https://doi.org/10.1257/rct.14888-1.1
Sponsors & Partners
Experimental Details

Interventions

Intervention(s)
Research indicates that poverty impedes cognition. This is particularly evident in developing countries, where children often underutilize their brains both outside and in school. The development of abilities such as critical analysis, informed decision-making, memory, strategic planning, and spatial awareness is crucial. These skills are frequently underdeveloped in contexts of extreme poverty. Chess is increasingly recognized as a valuable educational tool that offers a stimulating and enjoyable way to enhance cognitive development in children, fostering these essential skills.
In contrast to advanced economies, which have the resources to enhance student learning through large investments in school infrastructure, teacher quality, and educational technology, developing economies face substantial financial constraints in doing so. In this context, chess, which has until now not been integrated into most Sub-Saharan African educational systems, presents a potentially cost-effective strategy to boost student achievement. Once acquired, the skills imparted by chess promise multidimensional cognitive benefits with relatively low requirements for supervision and minimal capital investment (such as chess sets).
Intervention Start Date
2024-09-09
Intervention End Date
2024-11-22

Primary Outcomes

Primary Outcomes (end points)
academic test scores
Primary Outcomes (explanation)
school level test scores in the subject of math, language and science

Secondary Outcomes

Secondary Outcomes (end points)
cognitive skills, non-cognitive skills
Secondary Outcomes (explanation)
We will measure executive functioning which includes reasoning, memory and planning. We wil measure strategic thinking and socio-emotional skills including grit, mental health and life satisfaction.

Experimental Design

Experimental Design
This study aims to conduct a randomized field experiment to specifically identify the impact of chess education on cognitive outcomes. This will enable an assessment of whether chess can serve as a cost-effective intervention to develop vital cognitive abilities. Participating schools and students will be randomly divided into two groups: one receiving chess instruction and the control group recieves nothing. The study will evaluate academic outcomes, including performance in standardized math, science, and language exams. Crucially, non-academic outcomes will be assessed, focusing on decision-making abilities, visuospatial working memory, stratigic thinking and planning.
Experimental Design Details
Not available
Randomization Method
randomization done by computer
Randomization Unit
7 schools, 600 students from grade 4 and grade 5.
Was the treatment clustered?
No

Experiment Characteristics

Sample size: planned number of clusters
7 schools and 600 students
Sample size: planned number of observations
600
Sample size (or number of clusters) by treatment arms
300 treatment and 300 control
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
MDES .24 with sample size 576. ICC is 0.1 with 80% power
Supporting Documents and Materials
IRB

Institutional Review Boards (IRBs)

IRB Name
University of California, Berkeley
IRB Approval Date
2024-04-10
IRB Approval Number
00006252
IRB Name
Strathmore University
IRB Approval Date
2024-04-24
IRB Approval Number
SU-ISERC2157/24
Analysis Plan

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