A Comparison of Problem-Solving Skills Among Children Aged 8–11 Based on Their Chess Training Status

The study aimed to compare children’s problem-solving skills based on their levels of chess experience. This study employed a causal-comparative research design, one of the quantitative research methods. Criterion sampling, a type of purposive sampling, was used to form the study group. Within this scope, a total of 81 children aged 8–11 were included in the study: 27 who received chess education at school, 27 who were tournament players, and 27 who had not received chess education. The Problem-Solving Skills Scale was used as the data collection tool in the study. The data obtained were analyzed using the t-test and one-way analysis of variance. The study found that groups with higher levels of chess experience had higher problem-solving skill scores. In terms of subscales, the greatest differences emerged in the use of objects in ways different from what is known and in selecting the most unconventional solution from among many possible solutions. Upon evaluation of the findings, no significant difference was found based on gender. The results of the study revealed a significant relationship between chess experience and children’s problem-solving skills.