Analysis of Teachers' Attitudes to Chess and Intelligence Games According to Some Variables

Year 2025, Volume: 7 Issue: 1, 28 - 40, 28.02.2025

Gözdegül Arık Karamık , Ali Özkaya

Abstract

In recent years, there has been a notable increase in the emphasis placed on teaching chess and other intellectual games to students in schools. It is equally important to consider teachers' attitudes toward these games, as such attitudes may influence their instructional approaches. The aim of this study is to examine teachers' attitudes toward chess and intellectual games in relation to several variables. A relational survey model was employed throughout the research. A total of 245 teachers from various academic disciplines participated in the study. Data were collected using a personal information form, the Intelligence Games Attitude Scale, and the Chess Attitude Scale. The findings indicate that there is no statistically significant difference in attitudes toward chess based on gender. Furthermore, teachers employed in public schools exhibited higher attitude scores than their counterparts in private schools. While no significant differences were identified in attitude scores based on school level or professional experience, a significant difference was observed concerning the level of chess proficiency. It can be proposed that teachers who incorporate intellectual games, particularly chess, will cultivate greater interest and more positive attitudes toward these games among their students.

Keywords

chess, intelligence games, teacher, attitude

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