THE EFFECTS OF CLASSROOM SEATING ARRANGEMENT ON STUDENTS’

ACADEMIC PERFORMANCE

By
John Miller Manzano
Jan Adderly Olayan
Russel Jay Gapla-ew
Dummory Joseff Febrie Estepa
March 2019

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 Table of Contents

I.Chapter 1: The Problem and Its Background ………………………………………………….....1

a. Introduction ………………………………………………………………………….....1
b. Background of the Study …………………………………………………………….....1
c. Statement of the Problem ……………………………………………………………....2
d. Scope and Delimitation ………………………………………………………………...3
e. Significance of the Study …………………………………………………………….....3
II.Chapter 2: Theoretical Framework ……………………………………………………………..5
a. Review of Related Literature ……………………………………………………….....5

b. Hypothesis of the Study ……………………………………………………………….7

c. Assumptions of the Study ……………………………………………………………..8

d. Definition of Terms …………………………………………………………………...8

III.Chapter 3: Research Methodology …………………………………………………………….9

a. Research Design ………………………………………………………………………9

b. Respondents of the Study ……………………………………………………………...9

c. Instrumentation ……………………………………………………………………...10

d. Instrument Design …………………………………………………………………...10

e. Validity ……………………………………………………………………………....11

f. Reliability ……………………………………………………………………………11

g. Data Collection ……………………………………………………………………....11

h. Data Analysis ………………………………………………………………………..12

References ……………………………………………………………………………………….13

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 Chapter 1: The Problem and Its Background

Introduction

The physical layout of chairs and tables, and how the students are seated in it is a major

factor on how well students perform within a classroom. As researches suggest, students seated in

front may perform better compared to those who are in the back and those near doors and windows.

It is also important to consider that classroom seating arrangements won’t just affect the students’

performances but also their behaviors, beliefs, and outlooks about life since they spend most of

their time in classrooms. With this known, teachers must not ignore and implement random seating

arrangements which are not well planned.

In this study, the researchers hope to uncover how seating arrangements affect the

performance of Grade-11 students at Benguet National High School-Main (BeNHS-Main),

therefore allowing a better learning environment to flourish in the school.

Background of the Study

To improve the students’ learning aptitude and capabilities, educators today have placed a

lot of emphasis on reducing the overall classroom population by constructing more educational

facilities. However, much less attention has been paid to the effects of classroom seating

arrangements on the performance of students within the classroom. It is also quite often ignored

and disregarded by education planners in policymaking.

 The literature about the topic is varied although most researches suggest that seating

arrangements impacts students’ performance. Perkins and Weiman (2002) found out that seating

arrangements affect the performance of students while Kalinowski and Taper (1998) stated

otherwise. Furthermore, Pace and Price (2005) reported that seating arrangements significantly

impacts students’ behavior and also stated evidences that suggest it impacts achievement as well.

Also, Granstrom (1996), found out that students at the back are more likely to be distracted and

tend to do other things instead of listening to the teacher.

Here in the Philippines, there are still very limited number of literature that focuses on the

relationship of classroom seating arrangements to the performance of students. In addition, the

international researches presented earlier cannot be simply considered as applicable in the

Philippine classrooms since the researchers were unable to show that the results transcend cultural

and economic differences. With this, the researchers intend to find out the effects of classroom

seating arrangements on the performance of Grade-11 students at BeNHS – Main.

Statement of the Problem

This study is aimed in determining the effects of seating arrangements towards the

performance of Grade-11 students at BeNHS-Main. Here, the study sought to answer the following

questions:

1. What are the positive and negative effects of classroom seating arrangement on the Grade-

11 students’ performance?

2. Which part of the classroom seating arrangement do Grade-11 students are likely to get

high performance the most?

 3. What are the coping mechanics of Grade-11 students to address the difficulties brought by

classroom seating arrangements?

Scope and Delimitation

This study is a descriptive survey research focusing on the effects of seating arrangements

to the performance of 12 selected Grade-11 senior high school students of BeNHS – Main under

the Academic and Technical Vocational Livelihood (TVL) – track in the second semester of the

school year 2018-2019.

Furthermore, the study delimits itself to classroom seating arrangements of Grade-11

students and will not attempt to measure this variable in other year levels. Classroom seating

arrangements also will be limited to the distribution of the students throughout the classroom and

does not include the seating type or the condition of the tables and chairs. Likewise, other factors

that may affect the students’ performance such as class size and shifting of classrooms were not

considered in this study.

Significance of the Study

This study will be able to contribute research-based information and insights on the effects

of seating arrangements on the performance of Grade-11 students at BeNHS -Main. Additionally,

the different educational institutions can make informed choices that are related to this subject

area.

More specifically, the study shall be advantageous to the different groups of people.
 Students. This study will provide insights to the students about the effects of seating

arrangements on their performance so that they will be able to address the difficulties that they

encounter inside their classrooms regarding their seating location.

Teachers. This study will inform the teachers on the effects of seating arrangements that

they formulate to the performance of their students. Also, this study will encourage teachers to

construct reasonable and well defined seating arrangements for their students.

Researchers. This study will contribute to the body of knowledge regarding this particular

area and may be used as a resource by future researchers.

 Chapter 2: Theoretical Framework

Review of Related Literature

A students’ educational experience is often much more than just tests, quizzes and home

works or assignments. It is also influenced by a number of factors such as personal status, peers,

family, and teachers, but there is one stand out factor that can roughly alter a student’s academic

performance even without the interference of these other factors stated above and it is in the form

of classroom seating arrangement. A variety of researches were already written the impact of this

matter to the academic performance of students, these studies or researches were viewed from

different perspectives.

James Melosky and Red McVesta (2014) concluded in their research that there are very

different ideas coming from students’ respective to classroom arrangement and their location

within these arrangements. A common theme on students was that they built in notion that if you

sit in front of the class, you are obligated to pay more attention. Another trend found is that students

feel that if you sit towards the back of the room, you do not need to pay much attention. Most

students believe that classroom seating arrangement definitely affect their academic performance,

whereas only minority do not believe that it affect their academic performance. This indicates that

most students recognize the influence of classroom seating arrangement on their academic

performance and believe that classroom seating arrangement is among the most crucial factors

affecting their performances. These claims were supported by later researchers, one of these is a

correlational study by Brian Minchen (2007) that gathered data through three-part test

questionnaires which was participated by three Regent Chemistry classes, seventy-eight students
in total. He found out that there is an impact of seating location to students’ academic performance.

Students seating in the front row had superior academic performance compared to those who are

seated in the rear part. The results made him recommend teachers to move students who are

struggling to the front rows enable for them to improve their performances. Reason for this were

stated on another study by Li Xi Et. al. in 2017 that collected data through randomly distributing

177 questionnaires, 174 or 98.3% questionnaires were validated.

Concluded that students seated in front and in middle of the class which are closer to the

teacher are podium than the other students at the back because they can often see items more

clearly, hear instructions more distinctively, and understand lessons more thoroughly, compared

with the other students especially at the back or rear seats of the class. Students in these locations

can engage in knowledge exchanges with their teacher conveniently and actively participate in

classroom activities. Students at the back of the classroom, meanwhile, face disadvantages of

weaker communication with the teacher and lesser vision. Furthermore, quantitative descriptive

research by Angela and Hammang (2012) that described five biology classes with a total of 87

students found out that when students are seated in a teacher chosen arrangement, high level

students which are defined as “A+ to C+” student are actually being rigged by this arrangements,

improving their academic performance better than when they are sitting in a self-chosen

arrangement while the low-level students which are defined as “C- to F-” students did not perform

differently in any seating design. In addition, Jessica Callahan (2004) found out on her exploratory

study that there are connections between the physical and social setting and their effect on student

learning, teaching style, and the overall appraisal of the computer lab classrooms, architects,

designers, and facility planners should first identify users’ preferred activities and supimtices for

the social setting. Once the social setting is addressed, the physical setting can be designed to
support and enhance the intended social activities. There are significant transactions between both

physical setting that supports technology and the social setting or the classroom. The social setting

and the physical setting characteristics are intertwined and can be mutually supporting of human

intention. For example, comfortable chairs and adequate workspaces may encourage students to

pay more attention and participate in learning activities.

Because proximity and orientation influence communication, it is possible that desk

configuration impacts on the nature and extent of student interaction. Thus it is important for

teachers to have the knowledge necessary to make informed decisions about whether rows,

clusters, semicircles or some arrangement will best meet the instructional needs of their students.

This may be especially critical in inclusive settings that serve students with disabilities and those

without disabilities concurrently, due to the wide range of behavioral and academic characteristics

represented. On examination of various texts (e.g., Paine, Radicchi, Rosellini, Deutchman, and

Darch, 1983; Walker, Shea, and Bauer, 2007) for recommendations pertaining to seating

arrangements, it seems that there is a lack of consensus to guide teachers as they seek to make

good decisions about the best arrangement to use for their students.

Hypothesis of the Study

The study has the following as its hypothesis:

1. Classroom seating arrangements have determinate effects to the Grade-11 students.

2. Classroom seating arrangements impacts the performance of Grade-11 students.

Assumptions of the Study

The study is conducted based on the following assumptions:

1. All the students have tried seating on different locations in a seating arrangement.

2. All the students are seated in a traditional seating arrangement (rows/columns).

Definition of Terms

1. Classroom Seating Arrangement – the physical setup of the tables and chairs, and how the

students are distributed in the classroom in which is determined by teachers.

2. Performance – refers to the computed grades of the students in a certain academic quarter.

3. Seating Location – the positions of a student in the classroom seating arrangement

4. Front Row/s – refers to the first two rows nearest to the teacher.

5. Last Row/s – refers to the last row farthest from the teacher.

6. Middle Row/s – refers to the rows locate between the front and the last rows.
 Chapter 3: Research Methodology

Research Design

This study is qualitative aimed at determining the effects of classroom seating

arrangements to the performance of Grade-11 students at BeNHS-Main. Qualitative research is a

research strategy that usually emphasizes words rather than quantification in the collection and

analysis of data (Bryman & Bell, 2007). Among the different research designs, descriptive survey

was utilized. In descriptive survey, participants answer questions administered through interview

or questionnaires. After participants answer the questions, researchers describe the responses given

(Hale, 2018). A descriptive survey design is most appropriate for the objectives of this study where

the relationship between several different variables had to be demonstrated through analysis.

Respondents of the Study

The population of a study refers to the total number of people in a form of thorough

headcount of all elements and the findings of the study seek to represent (Sekaran, 2012). A clearly

defined population ensures that the results apply to the correct category of elements in the society.

As such, the population for this study is all Grade-11 students which are under the Academic and

TVL track.

Meanwhile, the research locale refers to the place study where is in Stockfarm, Wangal,

La Trinidad, Benguet. The study was conducted on BeNHS-Main, to which the researchers are
currently studying. The said school is one of the biggest schools in Benguet that accommodates

the large population in the whole province.

Instrumentation

The researchers used one research instrument in the study. The researchers employed a

semi-structured interview which is used when the researchers have a list of broad questions that

must be addressed in the interview. The researchers used a written interview script to cover all the

prepared questions. Additionally, the researchers made use of ball pen and paper to take note of

the respondents’ responses and gestures along with the use of an audio recorder.

Instrument Design

The interview script consisted of three simple but open ended questions. The first question

tackles about the feelings of the students when they are seated in the front row, last row, and near

doors and windows so as to determine the perceived effects of classroom seating arrangements.

The next question inquires where the students are likely to get higher performance if they are

seated either in the front row, last row, middle rows, or near doors or windows. Finally, the last

question elicits information on how they deal and address the problems brought about by the

seating arrangements. A sample is provided below.

Interview script

1. How do you feel when you are seated in the front row? In the last row? Near doors and

windows?
 2. Where are you likely to get high performance? Is it in the front row, middle rows, last last

row, or near door and windows? Why?

3. How do you cope with the difficulties coupled with your classroom seating arrangement?

Validity

The interview scripts were subjected for content validity. In the validation process, copies

of the research objectives and interview scripts were given to research subject teachers. These

educators thoroughly examined the provided copies to determine the appropriateness of the

instrument. They suggested the researchers to restructure their first question and also provided

comments and advices that were incorporated to he study.

Reliability

After the validation, a pilot testing was carried out to determine the Equivalent Forms

reliability of the instrument. The interview scripts were administered to Grade-12 senior high

students excluding the target population. Through this, the researchers were able to identify and

correct discrepancies in the research instrument.

Data Collection

Before the data collection, the participants were informed that they were chosen as

respondents of the study. Most of the communication with the participants took place by using

Messenger. The researchers gave them consent forms and also stated first the study’s purpose, the
freedom to withdraw anytime they like and then assured them that every information derived will

be confidential. Then the researchers established a friendly relationship with respondents and

proceeded with the interview proper in a quiet place if the respondents would allow it. One of the

researchers facilitated and acted as the interviewer and another researcher recorded the answers

and nonverbal gestures with pen and paper. The other two researchers recorded the interview by

using audio and video recorders but depends solely if the researchers would permit it. After the

interview, the respondents were thanked and were again assured of their confidentiality. It took

the researchers three days to collect all necessary data from the twelve respondents.

Data Analysis

The analysis of the participants’ answers were analyzed by using thematic analysis.

Because of the small number of the respondents and because of the design of the study, the

researchers did not employ statistical methods. The results were analyzed by detecting common

words, phrases, and then grouped them together so that the trends and patterns in the responses of

the participants will be identified.