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This study aims to identify the correlation between interactive teaching strategies and chess teaching effectiveness in Armenian primary schools. Traditional chess teaching methods often involve rote memorization and abstract rules, while interactive strategies emphasize active learning and practical application of learned knowledge. The authors advocate the inclusion of interactive methods in chess education, such as heuristic conversation, the use of information and communication technologies, modeling, collaborative learning, problem solving, and reflection. The article examines various empirical studies and theoretical approaches that support the effectiveness of interactive learning strategies in developing critical thinking, active student participation, and knowledge retention. 476 students of 5th grade from 42 schools of Armenia (50,2% male) took part in the study, they had learned chess in previous three years (in 2-4th grade). The study's results demonstrate that all indicators of interactivity, according to students' perceptions, significantly correlated with the results of the chess test. Analysis of the results allows us to confirm the hypothesis about the correlation between interactive learning strategies and the effectiveness of chess learning. We propose reconsidering pedagogical approaches, restructuring curricula, and providing training and professional development opportunities for chess teachers to effectively implement interactive methods in their teaching.
Gevorgyan et al. (Sat,) studied this question.