Date

9-17-2026

Department

School of Education

Degree

Doctor of Philosophy in Advanced Educational Studies (PhD)

Chair

Rebecca Lunde

Keywords

chess, praxagogy, self-confidence, self-determination, social-emotional learning

Disciplines

Education

Abstract

The purpose of this quantitative, quasi-experimental, Pretest-Posttest-6-Week Follow-Up study was to examine the impact of a systematic chess curriculum on adult exceptional learners’ problem-solving skills and self-confidence. This research fills a gap in the literature by implementing chess-focused experiential learning to enhance workforce preparation and personal development for students with learning disabilities. The study utilized a sample of 84 adult exceptional learners from workforce development programs in Northeast Florida. Using a quantitative quasi-experimental nonequivalent control group design, participants in a 12-week chess program were contrasted with a nonequivalent control group that received no intervention. Data were collected using the Problem-Solving Skills Inventory and the Skills Confidence Inventory at three time points—Pretest, Posttest, and 6-Week Follow-Up. Data were analyzed using a multivariate analysis of variance (MANOVA) to compare the dependent variables across the groups and time points. Results indicated a statistically significant effect of the intervention on the combined dependent variables, with the experimental group demonstrating greater improvements in problem-solving and self-confidence compared to the control group. These findings support the conclusion that organized, game-based interventions can foster resilience and critical thinking in exceptional populations. It is recommended that future research explore the long-term sustainability of these gains and examine the effects of chess curricula across more diverse student demographics.

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