The current paper presents the objective test results of chess research carried out by the laboratory analysis of the Republic of Armenia. In order to identify the effectiveness of teaching academic chess, the research was carried out among the Armenian primary schools in 2-4 grades of high, medium, and low academic performance, concentration, and barriers to students' attention towards stability, response rates, as well as the moving objects. The focus of barriers to sustainability is put on appraisal methods of analysis, it is clear that the barriers to sustainability assessment criteria are low, among the 4th grade students medium and high academic performance, there was an apparent increase in the number of true confrontation.Therefore, the stability of the learners' attention was increasing. The "counter the moving object" methodology results suggest that Reaction to Moving Object coefficient, which is equal to the number of delays and early confrontation quotient, is gradually decreasing, adding the exact number of confrontation. The aim of teaching academic chess at schools is to develop teaching and students' cognitive sphere, in particular, logical thinking, imagination, analyzing capacity, thus contributing to the academic study of other subjects.