The Impact of Seating

Running head: SEATING ARRAGEMENTS IN THE CLASSROOM

The Impact of Seating Arrangement on Student !articipation and !erformance in the C"a room in an Honor Geometr# Math Cour e in A!A St#"e Gretchen $ard %ni&er it# of Ne' Eng"and

Statement of Academic Honesty: I ha&e read and under tand that p"agiari m po"ic# a out"ined in the (Student !"agiari m and Academic Mi conduct) document re"ating to the Hone t#*Cheating !o"ic#+ ,# attaching thi tatement to the tit"e page of m# paper- I certif# that the 'or. u/mitted i m# origina" 'or. de&e"oped pecifica""# for thi cour e and to the MSE0 program+ If it i found that cheating and*or p"agiari m did ta.e p"ace in the 'riting of thi paper- I ac.no'"edge the po i/"e con e1uence of the act* 'hich cou"d inc"ude e2pu" ion from the %ni&er it# of Ne' Eng"and+

The Impact of Seating

A/ tract The effect of three ma4or eating arrangement - hor e hoe- traditiona" ro' - and group on tudent participation and performance 'ere tudied+ The participant of the tud# inc"uded three Honor Geometr# c"a e compri ed of eighteen tudent each+ A erie of tudent ur&e# - teacher o/ er&ation - and a record of pre&iou and current tudent grade pro&ide a the main re ource of thi tud#+ 5urther- fie"dnote 'ere ta.en to determine

'here the action 6one e2i t for each arrangement+ A detai"ed re&ie' of the "iterature 'a conducted to determine pre&iou finding and theorie on eating arrangement and tudent participation 'ith performance+ The re u"t of thi re earch upport*do not upport ear"ier finding - 'hich indicate that eating arrangement doe *doe not impact the "e&e" of tudent performance+ The re u"t a" o upport*do not upport the pre&iou re earch that there i a corre"ation /et'een tudent participation and their performance+

The Impact of Seating

Table of Contents

A/ tract Ta/"e of Content Introduction Rationale for Study Statement of the Problem Primary Research Questions Hypothesis Re&ie' of Literature Methodo"og# Research Design Data Collection Plan Sample Selection Instruments Data Presentation Historical Data Discussion of Findings Data Analysis Limitation of Stud# Significance*Imp"ication *App"ication 5urther Re earch Action !"an

3 7 8 8 9 9 : : 11 11 11 13 17 17 17 19 1: 1; 3< 3< 3<

The Impact of Seating

Reference Appendice Appendix A Participation Sur!ey 24 Appendix " Post#Research Participation Sur!ey Appendix C Student Profile Appendix D Horseshoe Seating Arrangement Appendix $ %raditional Ro&s Seating Arrangement Appendix F 'roups Seating Arrangement Appendix ' Appendix H Appendix I Appendix + Appendix Appendix ) Participation !s( Performance 'raph Personality and )earning Style In!entory Chart Classroom )ayouts of Pro*ected Participation Classroom )ayouts of Action ,ones Qui. A!erage !s( Participation 'raph Class Participation !( Performance Comparison 'raph

33 3=

39 3: 3> 3; 7< 71 73 77 7= 78 79 7: 7> =1

Appendix / 'rade Point A!erage Comparison 'raph Appendix 0 Action Plan Chart Appendix 1 Data Collection /atrix

The Impact of Seating

The Impact of Seating Arrangement on Student !articipation and !erformance in the C"a room in an Honor Geometr# Math Cour e Rationale for Study O&er the pa t fe' #ear Gardiner Area High Schoo" ha attempted to report tudent achie&ement u ing a tandard ?/a ed approach grading # tem+ Thi entai" a igning each tudent a grade trict"# a ociated 'ith academic performance+ No fragment of the chi"d@ grade encompa e their ha/it of mind- uch thing a attendance- participation- and /eha&ior+ $hi"e the princip"e /ehind tandard ?/a ed grading i to o"e"# indicate a tudent@ a/i"it# 'ithin the content area- ome argue it poor"# repre ent the 'ho"e tudent+ Man# teacher eem to /e &er# re"uctant to thi

# tem- oppo ing it &a"ue in upho"ding tudent e2pectation + The o/4ecti&e of thi action re earch at a choo" "e&e" i to determine 'hether or not eating "ocation can inf"uence tudent participation to u"timate"# affect tudent performance+ The re u"t of thi hou"d re&ea" 'hether a uni1ue academic grade i - in fact- inf"uenced /# tudent participation and if o- to 'hat e2tent+ Thi 'i"" he"p to a certain 'hether or not teacher need 'orr# a/out the a/ ence of percentage point dedicated to tudent participation 'ith tandard ?/a ed reporting and 'i"" indicate 'hether the 'ho"e tudent i - in factrepre ented &ia thi grading mean + At a teacher "e&e"- the hope of thi action re earch pro4ect i to determine ho' to /etter monitor the c"a room en&ironment through eating arrangement to enhance the "earning atmo phere+ Teacher hou"d con i tent"# a e ho' tudent are "earning and tud#

The Impact of Seating

'or. to impro&e the "earning opportunitie for their tudent + If determined that eating arrangement and other factor inf"uence tudent participation and performance po iti&e"#then teacher can impro&e their management of the c"a room to /enefit tudent and offer the /e t educationa" e2perience po i/"e+ Statement of the Problem Student participation i hard to encourage+ It eem that the ame tudent dominate c"a room di cu ion 'hi"e other remain i"ent in their eat - their comfort 6one - and di mi them e"&e from /eing acti&e mem/er of the c"a room+ A ide from

ca""ing them out- finding a mean to encourage natura" participation and impro&e tudent performance /a ed upon the arrangement of the room i one goa" of thi action re earch+ Some of the critica" factor that affect the tud# inc"ude tudent @ di po ition a/out "earning and their "earning hi tor#+ Some tudent ma# not participate /a ed on their /e"ief a/out "earning- their per ona" in ecuritie - or their pre&iou e2perience 'ith c"a room participation+ Some tudent ma# ha&e /een e2p"oited for their contri/ution in the pa t from their c"a mate or in tructor + Another factor i teacher re pon e+ Teacher can encourage participation /a ed on ho' the# re pond to a 1ue tion or comment or 1uic."# di courage it+ The cu"ture of the c"a room great"# impact tudent participation+

Identif#ing 'hich factor tend to impact tudent participation and arri&ing at a eating configuration that optimi6e tudent participation- and con e1uent"# performance

if there i a corre"ation- are the other t'o goa" of thi action re earch pro4ect+ Heightened tudent participation a""o' teacher to determine genera" under tanding or mi conception among the 'ho"e c"a a 'e"" a at the indi&idua" "e&e"+ Additiona""#-

'hen tudent participate- more opportunitie for "earning pre ent them e"&e +

The Impact of Seating

Primary Research Questions 1+ I there an action 6one for traditiona" ro'- hor e hoe- and group eating arrangement A 3+ 0oe the "ocation of a tudent@ eat affect their participationA

7+ Can tudent participation /e manipu"ated /# a eating arrangementA =+ I there a po iti&e corre"ation /et'een tudent participation and eating arrangement 'ith performanceA 8+ $h# do ome tudent participate more than other A Hypothesis Specific c"a room eating arrangement can encourage tudent participation in the c"a room and po iti&e"# impact their performance+ Re&ie' of Literature C"a room participation i often a umed to /e a function of c"a room eating arrangement- ho'e&er re earch ha &erified that there are e&era" other factor that inf"uence the amount of interaction /et'een a tudent and their peer and teacher + Student @ per ona"it#- tudent @ e2pectation for the cour e- and c"a room cu"ture are among a fe' factor that a" o contri/ute to c"a room participation+ $ffects of Seating Arrangements on Student Participation Specific c"a room eating arrangement can encourage tudent participation in the c"a room and po iti&e"# impact their "earning+ Three remerging eating arrangement - traditiona" ro' - hor e hoe- and group - ha&e /een u ed to in&e tigate their effect on tudent participation in other @ re earch+ Tho e 'ho ha&e e2p"ored traditiona" ro' eating ha&e determined ome pattern in tudent participation+ $a" h and Satte B3<<8C de cri/e the action 6one of traditiona" ro' a the T?6one- the front ro' and up the

The Impact of Seating

>

center of con ecuti&e ro' + The T?6one contain

tudent 'ho ha&e the mo t &er/a"

interaction during c"a - a found in their tud# of 73 mathematic and ocia" tudie c"a e + Con&er e"#- Done B1;>;C found that the T?6one had no inf"uence on 'hich tudent participated+ Target tudent - tho e 'ho con i tent"# participate- continued to participate e&en 'hen p"aced out ide of the T?6one and near"# one?third of a"" remaining tudent o/ er&ed did not participate at a""- regard"e of eating arrangement+

Hario.o Bn+d+C a" o found that there 'a minima" to no &ariation in the tudent participation "e&e" of high"# interacti&e tudent 'hen the# 'ere re"ocated from a preferred eat to an a igned one+ Thi inf"uenced /# other factor ugge t that tudent participation ma# /e

uch a con&enience or pro2imit# to teacher- appea" for

teacher- or tudent di po ition+ Quantity and Quality of Student 1utput Seating arrangement can .e' cour e interaction and producti&ene + Manipu"ation of "o' &er/a" tudent @ eat doe not increa e participationE ho'e&ermoderate"# and high"# &er/a" tudent @ participation i inf"uenced 'hen u/4ected to action area BMcCro .e# and McFetta- n+d+C+ $annar.a and Ruh" B3<<>C imi"ar"# found the# cou"d contro" producti&it# 'ith tudent eating arrangement + Their re earchupported /# ,ennett G ,"unde"" B1;>7C- conc"uded that 'hen tudent are arranged in ro' - the 1uantit# of 'or. impro&e + Their re earch indicate no ignificance for the 1ua"it# of 'or.- /ut doe ho' a po iti&e corre"ation /et'een ro' arrangement and

tudent /eha&ior- e pecia""# of di rupti&e tudent + "enefits and Challenges of Seating Arrangements $hi"e traditiona" ro' eating ma# natura""# cure ome c"a room management

The Impact of Seating

i ue - it can hinder a "earner@ e2perience+ 0ue to the traditiona" de ign- tudent are una/"e to ee each other or comforta/"# engage in c"a room di cu ion + Thi de ign i u ed /e t for "ecture t#pe c"a e rather than e2p"orator# cour e + To /etter enhance c"a room participation among peer and the teacher- the hor e hoe- or emicirc"earrangement i /e t+ Thi a""o' a"" mem/er of the c"a to ha&e e#e contact 'ith one

another and i t#pica""# the preferred arrangement for di cu ion t#pe cour e + To encourage regu"ar peer interaction- group- or c"u ter- arrangement gi&e tudent direct contact 'ith their c"a mate + Thi er&e /e t ince the#

ort of arrangement can a" o act a

a di traction ince ome tudent @ /ac. are to the /oard and the# ma# not ee the teacher at a"" time + It i /e t u ed for con tructi&i t /a ed c"a e 'here the teacher act a faci"itator+ Factors that Influence Student Participation and Seating Preference Man# tudie indicate that tudent participation depend on a tudent@ intere t for a cour e a 'e"" a hi *her per ona"it#+ McCro .e# and McFetta Bn+d+C conc"uded that the arrangement of the c"a room hou"d match the e2pectation for the tudent of the cour e+ Their re earch ugge t that tudent in re1uired cour e prefer "e interaction

than tho e in e"ecti&e cour e E therefore tudent 'ho prefer the teacher and cour e are more "i.e"# to participate+ If a cour e encourage di cu ion- then the eating arrangement hou"d "end it e"f to faci"itate di cu ion- other'i e tudent 'ho "i.e to contri/ute ma# de&e"op negati&e affect for the cour e+ Additiona""#- tudent @ eating preference depend on their e2pectation for the cour e+ Card'e"" B3<<8C determine that ome tudent it in the /ac. of a room to a&oid participation- 'herea other it far /ac. to

capture a"" of the c"a room di cu ion +

The Impact of Seating

1<

Seating Arrangement and Student Performance C"a room cu"ture i another &aria/"e in affecting c"a room participation+ Card'e"" B3<<8C ugge t that the outcome of participation are direct"# re"ated to eating arrangement rather than teacher techni1ue- or c"a room norm - ince the# remain con tant among imi"ar c"a e + Conduci&e eating can on"# impro&e the effecti&ene the c"a - not hinder it+ Li.e'i e- Mi""er- the author of "ody )anguage An Illustrated Introduction for %eachers- /e"ie&e that (the mo t ad&anced curricu"um and highe t hope for "earning ha&e chance for /etter ucce 'ith upporti&e "earning en&ironment)of

B(C"a room Configuration)- 3<<9C+ $u"f H B1;:9C re earch &a"idate Mi""er@ /e"ief ho'ing that (A) tudent performed 4u t a 'e"" 'hen the# at in an a igned eat &er u their preferred eat+ In another tud# performed /# !er.in and $ieman B3<<8C- four c"a e 'ere compared /# their tudent achie&ement- 'hi"e &ar#ing the group@ pro2imit# to the teacher+ It 'a found that a the pro2imit# decrea e - o doe the performance+ Implications of Seating Arrangements for %eachers A"though eating arrangement and the cu"ture of the c"a room are important a pect of the upporti&e "earning en&ironment- ome imp"ication are apparent+ Teacher are ma4or contri/utor to initiating and directing c"a room participation+ Done B1;>;C found that target tudent recei&e a di proportionate amount of the teacher@ attention+ $a" h and Satte B3<<8C mention the importance of e1ua"i6ing opportunitie for tudent re pon e in their /oo.- Quality Questioning+ Teacher mu t /e a'are of the ine1uit# that pre ent it e"f 'hen the ame tudent dominate c"a room di cu ion and mu t 'or. at diffu ing ituation of uch ad&antage /# tr#ing to e"icit other tudent re pon e trategica""#+ The# mu t a" o under tand the 'ho"e tudent+ Re earcher uch a Hario.a

The Impact of Seating

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Bn+d+C confirmed that a tudent@ c"a room eating preference i inf"uenced /# hi *her pa t e2perience - ucce e and fai"ure rather than their achie&ement- moti&ation- and their participation tendencie + Methodo"og# Research Design ,eginning 'ith the choo" #ear 3<<;?3<1<- tudent @ eating arrangement and c"a room participation 'i"" /e e2amined to ee 'hat effect the# ha&e on their performance+ At the /eginning of the choo" #ear the tudent 'i"" he"p to de&e"op c"a room e2pectation for participation in the c"a room+ Guide"ine on ho' to participate re pectfu""# and proper"# 'i"" /e in tated and practiced to perfection+ The commitment to thi proce participation for the tud#+ !rior to the tud# informa" c"a room o/ er&ation 'i"" /e u ed to he"p determine tudent preferred eating "ocation and 'hich tudent and eat generate the mo t participation &o"ume+ A the tud# /egin and progre e - tudent @ eat 'i"" /e a igned o that "o' &er/a" tudent 'i"" /e mo&ed to high interaction eat and &ice?&er a+ Thi 'i"" "ead to conc"u i&e e&idence of 'hether eating arrangement or the tudent are re pon i/"e for timu"ating participation+ At the end of the tud#- a"" data gathered from tudent participation and their eating arrangement 'i"" /e cro ed ana"#6ed 'ith their performance o&er the duration of the unit+ 5urthermore- the data 'i"" /e #nthe i6ed to determine if an# corre"ation /et'een the three &aria/"e e2i t + Data Collection Plan It ha /een a umed that tudent participation and performance i a function of 'i"" he"p en ure accurate data co""ection on tudent

The Impact of Seating

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eating arrangement+ Three Honor Geometr# c"a e 'i"" /e o/ er&ed o&er the cour e of the fir t 1uarter throughout an entire unit to determine 'hether there i a corre"ation among the three factor + Student 'i"" arri&e to c"a and "ocate them e"&e in 'hat one

ma# a ume 'ou"d /e their preferred "ocation+ The# 'i"" ta.e an arra# of ur&e# that 'i"" /e u ed in determining that corre"ation and in ana"#6ing and interpreting the data+ Teacher manipu"ation of eating "ocation for tudent 'i"" /e the inter&ention u ed in thi action re earch pro4ect to determine if tudent participation can /e inf"uenced /# eating arrangement and if tudent performance impro&e /a ed on fre1uenc# of participation+ A co""ection of /oth 1ua"itati&e and 1uantitati&e data 'i"" /e the primar# re earch method of thi action re earch pro4ect+ Student - at the time of tud#- 'i"" /e una'are of the re earch 1ue tion and method of data co""ection+ A"" data co""ected 'i"" /e u ed pecifica""# 'ith the intent to ma.e inference and dra' conc"u ion a/out tudent participation and performance+ Confidentia"it# of a"" tudent 'i"" /e maintained throughout the tud# and thereafter+ Sample Selection( The target group u ed for thi action re earch pro4ect inc"ude three Honor Geometr# c"a e compri ed of /oth fre hman and ophomore tudent + The cour e i offered a an e"ecti&e at Gardiner Area High Schoo"+ The incenti&e i that tudent 'i"" earn an additiona" three point to their o&era"" a&erage for the honor "e&e" cour e + The tudent enro""ed in the cour e do o /ecau e of their natura" appreciation and "o&e for the topic or to maintain a competiti&e c"a ran.ing again t their peer + The e rea on he"p to

upport the tud# of tudent participation and eating arrangement on tudent

The Impact of Seating

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performance ince there are a &ariet# of rea on 'h# tudent enro"" in the cour e+ Instruments The data co""ection too" u ed for thi re earch pro4ect inc"ude three tudent ur&e# - a per ona"it# te t- a "earning t#"e in&entor#- tudent @ te t and 1ui6 grade tudent @ pre&iou and current math grade point a&erage - a &ideo tape- and the o/ er&er@ fie"dnote BSee Appendi2 OC+ 0ata !re entation Historical Data Classroom maps( Three c"a room map 'ere de igned to repre ent the mo t common c"a room eating arrangement : traditiona" ro' - hor e hoe- and group + Student 'i"" /egin choo" /# e"ecting a eat of their preference+ A num/er of 1?1> 'i"" /e a igned to them in reference of the c"a room map+ Additiona" map 'i"" /e imp"emented 'here the c"a room arrangement remain - /ut tudent "ocation i a"tered a a mean to impro&e o&era"" c"a room participation and achie&ement+ Fieldnotes( 5ie"dnote 'i"" /e ta.en during e&era" c"a period o&er the duration

of an Honor Geometr# math unit+ The teacher 'i"" gather fie"dnote /oth during c"a and after c"a &ia &ideotape+ She 'i"" inc"ude information referencing tudent num/er

regarding 'hich tudent participated and ho'+ Three code 'i"" /e u ed to he"p gather accurate and meaningfu" data+ 5ir t- if a tudent attempt to participate /# rai ing their hand an (H) 'i"" /e noted+ If a tudent participate &o"untari"#- a (F) 'i"" /e noted+ La t"#- if a tudent participate in&o"untari"#- an (IF) 'i"" /e noted+ Gathering and recording data in thi manner 'i"" he"p to determine 'hich tudent participate- and ho' much- a 'e"" a 'hether it i teacher or tudent initiated+ It a" o 'i""

The Impact of Seating

1=

a""o' for a tota" count of the num/er of tudent contri/ution - 'here the# originated from in the c"a room- and 'i"" he"p determine the action 6one of each eating arrangement+ 2ideotape( The c"a e /eing o/ er&ed 'i"" /e &ideotaped for the duration of the data co""ection period+ It 'i"" act a a data co""ection ource for recounting tudent @ in? c"a contri/ution and re pon e + It 'i"" &erif# and &a"idate data co""ection practice fie"dnote and 'i"" pro&ide e&idence for further area of tud#+ Some future time

from c"a

area of focu ma# entai" the t#pe of tudent @ 1ue tion and re pon e during c"a and the corre"ation of gender and participation+

Pre#research participation sur!ey( The pre?re earch ur&e# 'i"" /e di tri/uted to tudent at the /eginning of the math unit+ It 'i"" re1ue t information from tudent centered on tudent participation- uch a their phi"o oph# of participation and it impact on performance- and if the# fee" the c"a cu"ture encourage participation+ It a" o 'i"" a .

tudent to ref"ect on their "e&e" and fre1uenc# of participation- 'i"" indicate if the# are ta.ing the cour e a a re1uirement or a an e"ecti&e- and if the# are an intro&ert or an e2tro&ert+ Student profile( The tudent profi"e 'i"" gather data on the indi&idua" tudent inc"uding the gender and c"a tatu + It 'i"" a" o pro&ide the teacher 'ith ome

information of the tudent@ perception of hi *her math confidence- pre&iou math performance- and genera" math e2perience+ After tudent re pond to the 1ue tion on the tudent profi"e the# 'i"" /e a .ed to &i it t'o 'e/ "in. 'hich "ead them to ta.e the Personality %est and the )earning Style In!entory( The per ona"it# te t 'i"" /e u efu" to identif# 'hich tudent are intro&ert and 'hich are e2tro&ert + It 'i"" a" o gi&e a de cription of the characteri tic of each

The Impact of Seating

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per ona"it#+ Thi information 'i"" /e critica" in determining 'hether tudent participation i a function of eating arrangement or per ona"it#+ The "earning t#"e in&entor# 'i"" he"p tudent to identif# 'hich 'a# the# "earn /e t+ If a tudent i a &i ua" "earner for in tance- then it ma# /e critica" for him*her to ee e&er#thing in order to /e ucce fu"+ Thi information 'i"" pro&ide u efu" in e&a"uating 'hat t#pe of eating arrangement 'or. /e t and for 'hich tudent + Post#research participation sur!ey( The po t?re earch participation ur&e# 'i"" gather data on each tudent@ arrangement preference and preferred eat+ It a" o a . them to hare their opinion regarding a igned eat + La t"#- it a . them a/out their &i i/i"it# of teacher and peer during c"a and if the# ha&e an# friend in the c"a + The po t?

re earch data 'i"" he"p to determine if participation i a function of pro2imit# 'ith teacher and peer - preferred eat e"ection- and c"a mate + Student grades( A co""ection of pre&iou tudent @ math grade - current math 1ui6

grade - and current te t grade 'i"" /e co""ected and ana"#6ed /oth prior to- during- and after inter&ention + A tudent@ pre&iou math grade 'i"" act a /a e"ine data to compare current grade again t+ If- prior to an# inter&ention - tudent are performing 'ithin their norma" achie&ement range- it i ea ier to focu on eating arrangement a an i o"ated factor re pon i/"e for the increa e or decrea e in performance po t?inter&ention+ Iui6 grade 'i"" /e gathered throughout a unit+ The co""ection of tudent @ 1ui6 grade 'i"" a""o' for fre1uent ana"# e of tudent achie&ement comparati&e"# and indi&idua""# in regard to participation and "ocation at the time in 'hich the# 'ere a e ed+ Te t grade 'i"" a" o /e gathered for the unit to indicate an# gain or gap in

The Impact of Seating

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tudent achie&ement+ The co""ection of te t core repre ent mea ured again t their participation and "ocation o&er time+ Discussion of Findings The three c"a e

tudent achie&ement

tudied 'ere a"" the ame cour e- Honor Geometr#- o&er the

ame content and unit- at the ame time of #ear+ The e con tant contri/ute to the re"ia/i"it# and &a"idit# of the finding + !articipation rate 'i"" /e e2pre ed a percentage + A mean participation rate i u ed to repre ent the tota" po i/"e contri/ution + Thi &a"ue 'i"" /e determined prior to the officia" tud# /# trac.ing tudent contri/ution in the fa"" of 3<<;+ 5or the purpo e of the graph in thi report a mean of 18 participation opportunitie per c"a 1< c"a 'i"" /e u ed+ Since the unit i a umed to /e rough"#

period "ong- each tudent 'i"" /e mea ured again t the ma2imum of 18< period i >< minute "ong- 'ith

po i/"e c"a room participation opportunitie + Each c"a

at "ea t =< of the minute dedicated to in tructiona" time+ That "ea&e a 'indo' of =< minute tota" for participation+ If a tudent 'ere to participate 1<<J of that time- that 'ou"d a""o' for appro2imate"# 1 re pon e- comment- or 1ue tion per minute+ Thi i high"# un"i.e"# ince no one tudent tend to dominate a c"a rea"i tic to a ume that a o"id 18 minute of c"a a de cri/ed+ So it i more

i dedicated to teacher and tudent

di cu ion or 1ue tion and an 'er period- hence the e timated a&erage of 18 opportunitie per c"a + An ana"# i and #nthe i of a"" tudent ur&e# and profi"e 'i"" indicate the difference /et'een percei&ed participation and performance rate 'ith actua" participation and performance BSee Appendi2 GC+ Additiona""#- it 'i"" indicate if there i a corre"ation /et'een a tudent@ per ona"it# t#pe and participation rate+ Thi data 'i""

The Impact of Seating

1:

a" o indicate an# corre"ation /et'een "earning t#"e and participation rate BSee Appendi2 HC+ La t"#- u ing the data of tudent @ preferred eat from the ur&e# 'ou"d he"p determine 'here the re pon e 'ou"d ha&e come from if the tudent had at 'here the# 'anted+ Thi 'ou"d indicate 'here the ma4orit# of re pon e 'ou"d ha&e natura""# originated from- uch a the front- midd"e- or /ac. of the c"a room+ BSee Appendi2 IC+ Ca"cu"ating the mean re pon e for each eat in each eating arrangement among indi&idua" c"a e 'i"" he"p to identif# action 6one + Ca"cu"ating the mean re pon e for each eat among a"" three c"a e 'i"" he"p identif# o&era"" action 6one for each eating arrangement+ BSee Appendi2 DC+ Comparing tudent @ fractiona" participation /et'een 1ui66e to their 1ui6 grade cou"d indicate a corre"ation /et'een participation and performance BSee Appendi2 KC+ Thi 'i"" /e done indi&idua""# and comparati&e"#+ Loo.ing at a tudent@ mean participation and hi *her o&era"" te t grade 'i"" a""o' for compari on among the 'ho"e c"a to determine the corre"ation /et'een tudent participation and performance and

conc"ude 'hether increa ed participation "ead to /etter performance BSee Appendi2 LC+ 5ina""#- tudent participation rate and grade 'i"" /e compared pre and po t inter&ention to conc"ude 'hether manipu"ation of eating arrangement impacted their participation and performance BSee Appendi2 MC+ Data Analysis ,e"o' are t'o propo a" for each of the anticipated finding from the tud# that 'i"" /e conducted in the fa"" of 3<<;+ Seating arrangement and participation( 1+ After ana"#6ing the data- there i a trong corre"ation /et'een 'here tudent it

The Impact of Seating

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and their fre1uenc# of participation+ There i a trend indicating that the eat in direct contact 'ith the teacher@ "ine of &i ion ha&e the highe t participation rate + Thi imp"ie that tudent eated out ide of the action 6one participate "e and

therefore are at a "ight di ad&antage for u/"imina"- natura" participation+ 3+ After ana"#6ing the data- there eem to /e "itt"e to no corre"ation /et'een 'here tudent the c"a it and their fre1uenc# of participation+ No rea" action 6one e2i t 'ithin and pecific eat are high"# interacti&e due to the indi&idua" in the eat

rather than the eat it e"f+ Student 'ho participate often tend to eat them e"&e 'here the teacher i high"# &i i/"e- t#pica""# in the front of the room+ Student participation and performance( 1+ In re&ie'ing tudent @ 1ui6 and te t core and their participation rate - the data indicate that a a tudent@ participation increa e - o doe hi *her performance+ Comparati&e"# a imi"ar pattern e2i t + The c"a e 'ith the o&era"" highe t participation a" o ha&e the highe t c"a 1ui66e + 3+ In re&ie'ing tudent @ 1ui6 and te t core and their participation rate - the data doe not imp"# one a a function of the other+ In other 'ord - tudent 'ho participated fre1uent"# did not perform /etter than their peer 'ho participated "e fre1uent"#+ Additiona""#- a tudent @ participation "e&e" a&erage for te t and

increa ed their performance remained the ame or 'or ened- 'ith the e2ception of ome tudent 'ho ho'ed impro&ement+ Conclusion( 1+ C"a room eating arrangement inf"uence tudent participation and performance+

The Impact of Seating

1;

In e ence tudent 'ho participate are more "i.e"# to contri/ute to c"a room di cu ion and re pond to their peer during the c"a room etting+ The# a" o tend to perform /etter on forma" a e ment + Hence- tudent @ academic e2perience can /e a"tered and impro&ed /a ed upon 'here the# it in the c"a room+ 3+ C"a room eating arrangement ha "itt"e to no inf"uence on tudent participation and i not "in.ed to tudent performance+ In e ence- tudent 'ho it in the high"# interacti&e eat do not nece ari"# perform /etter than tho e 'ho it e" e'here+ Hence- c"a room eating arrangement doe not pro&ide an ad&antage or a di ad&antage to tudent in their opportunitie to participate or perform to the /e t of their a/i"itie + Limitation of the Stud# Idea""# thi tud# 'ou"d generate more accurate finding if data 'ere co""ected

o&er a "onger period of time+ E2amining the impact of tudent arrangement and participation on performance o&er a ing"e unit ma# not /e the mo t accurate approachince other factor uch a the timing of the tud# ma# contri/ute to tudent @

performance+ Since the tud# 'i"" /e conducted at the /eginning of the choo" #eartudent ma# /e "e and c"a mate + T#pica" c"a room participation ma# a" o /e encouraged or di couraged ince a &ideo camera 'i"" /e et up in the c"a room+ Some tudent re pond different"# 'hen in front of a camera+ La t- the nature of the tud# in&o"&e great di cour e in the natura" "earning apt to participate due to the ad4u tment to a ne' teacher- u/4ect-

The Impact of Seating

3<

en&ironment+ ,# di rupting c"a room en&ironment to a"ter the eating arrangement and indi&idua" tudent "ocation e&er# fe' c"a participation a'a# from the norm+ Significance*Imp"ication *App"ication To /e comp"eted in the 5a"" of 3<<;?3<1< choo" #ear+ 5urther Re earch To /e comp"eted in the 5a"" of the 3<<;?3<1< choo" #ear+ Action !"an E2p"oring &ariou eating arrangement and re&ie'ing the re u"t of tudent period - thi ma# .e' t#pica" tudent

participation and it impact on tudent performance ha offered e&era" a&enue to impro&ing tudent @ e2perience in the c"a room- a"ong 'ith their performance- and ha pre ented other topic for further tud#+ In "ight of the re earch finding - in tructiona" trategie can /e imp"emented in the c"a room to he"p encourage tudent participation BSee Appendi2 NC+ 5ir t- teacher can u e pecific eating arrangement that "end them e"&e to higher participation "e&e" + Second- teacher can ad4u t tudent eat to promote participation among other'i e "o' &er/a" tudent + Third- teacher can e2pand on their a/i"itie to "ead and encourage c"a room di cu ion /# increa ing their e#e contact time 'ith each tudent- circu"ating around the room- and engaging a"" tudent inc"uding tho e out ide of the action 6one + La t- teacher can continue to "earn a/out their tudent - uch a their indi&idua" intere t and "earning t#"e - to he"p timu"ate them and increa e their intere t in the c"a room through di cu ion and a ignment + $hen tudent en4o# 'hat the# are doing- the# are more "i.e"# to engage+

The Impact of Seating

31

Sharing the re earch finding 'ith the facu"t# can he"p create a'arene increa ed tudent participation and performance in the c"a room i a product of

of ho'

c"a room management+ %n"i.e man# other i ue affecting tudent participation and performance in choo" - c"a room arrangement i one a pect that teacher can ea i"# contro" and manipu"ate to /enefit their tudent + 5or continued profe iona" gro'th- teacher cou"d 'or. interdepartmenta""# to determine if the finding from thi action re earch are true out ide of the math content area+ It ma# /e found that ince math i a re1uired cour e- tudent @ appea" for the c"a "o'er than that of the e"ecti&e cour e and therefore the participation "e&e" are much "e from the e"ecti&e cour e + Additiona""#- the content in math cour e i not genera""# pre ented in a di cu ion?/a ed manner+ Cour e 'here di cu ion occur more regu"ar"# ma# ha&e tudent 'ho participate more regu"ar"# throughout the cour e due to the heightened e2po ure the# ha&e 'ith it in the cour e+ The finding ma# not /e a erratic from tudent to tudent and ma# ref"ect a more e&en di tri/ution of re pon e + i

Reference Card'e""- C+ E+ B3<<8C+ Arranging c"a room eating to ma2imi6e tudent di cu ion+

The Impact of Seating

33

Inno!ation Abstracts- 332IIB:C+ Retrie&ed Ma# 31- 3<<;- from http:**matcmadi on+edu*cet"*re ource *archi&e*dataLni od*MMFIIL:+pdf Classroom configuration+ B3<<9- Septem/erC+ Retrie&ed Dune 3- 3<<;- from MARFEL+ Cu ic.- N+ B3<<9- Apri" 3>C+ %ypical classroom seating arrangements in 4S elementary schools BTech+C+ Retrie&ed Du"# 7- 3<<;- from http:**ematu o&+ oe+ude"+edu*fina"+paper+pu/*Lp'f fp*<<<<<1>1+htm+ Hirao.a- !+ K+ Bn+d+C+ $ffect of classroom seating preference on academic moti!ation5 participation5 and performance B0octora" di ertation- E" Camino Co""egeC NA/ tractO+ Retrie&ed Du"# 7- 3<<;- from http:**:=+138+;8+173* earchA 1Pcache:,3S%>MFO<%oD:'''+e"camino+edu*facu"t#*rma co"o*! #ch;,*! #cho "og#J383<;,J383<5ina" J383<0raft+docQ eatingQinQtheQc"a roomQandQparticipationGcdP:Gh"PenGct Pc"n.Gg"Pu Gc"ientP afari Done - G+ M+ B1;>;- March*Apri"C+ %#.one5 target students and science classroom interactions+ Speech pre ented at Annua" Meeting of the Nationa" A ociation for Re earch in Science Teaching in Ca"ifornia- San 5ranci co+ Retrie&ed Ma# 713<<;- from MARFEL+ McCro .e#- D+ C+- G McFetta- R+ $+ Bn+d+C+ Classroom seating arrangements Intructional communication theory !ersus student preferences B$or.ing paperC+ Retrie&ed Ma# 71- 3<<;- from MARFEL+ !er.in - K+ K+ G $ieman- C+ E+ B3<<8C+ The urpri ing impact of eat "ocation on tudent performance+ %he Physics %eacher5 =7B1C- 7<?77+ Retrie&ed Du"# 7- 3<<;- from http:**'''+p #cho+uni?

The Impact of Seating

37

due e"dorf+de*a/tei"ungen*ddp*0o.umente*Son tige *Surpri ingImpactOfSeatLo cation+pdf !urdue %ni&er it# On"ine $riting La/ BO$LC B3<<;- Du"# 33C+ APA formatting and style guide+ Retrie&ed Augu t =- 3<<;- from http:**o'"+eng"i h+purdue+edu*o'"*re ource*89<*<1*+ Ruh"- K+- G $annar.a- R+ B3<<>C+ C"a room eating G arrangement+ Support For )earning- 67B3C+ Retrie&ed Dune 3- 3<<;- from MARFEL+ $a" h- D+ A+- G Satte - ,+ 0+ B3<<=C+ Quality 8uestioning Research#based practice to engage e!ery learner+ Ne' Ror.: Cor'in !re + $u"f- K+ M+ B1;:9- Apri"C+ Relationship of assigned classroom seating area to achie!ement !ariables B0octora" di ertation- %ni&er it# of Southern Ca"iforniaC NA/ tractO+ Retrie&ed Du"# 7- 3<<;- from http:**'''+eric+ed+go&:><*ERIC0oc *data*ericdoc 3 1"*contentL torageL<1*<<<< <1;/*><*78*9f*e>+pdf B%MI No+ E017=9<7C+

The Impact of Seating

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Appendi2 Appendix A Participation Sur!ey !articipation Sur&e# Student Num/erLLLLL 1+ Are #ou ta.ing thi math cour e a an e"ecti&e or to meet a graduation re1uirementA 3+ 0o #ou fee" the c"a room cu"ture encourage participationA E2p"ain+

7+

$ou"d #ou de cri/e #our e"f a an intro&ert or an e2tro&ertA

=+ Circ"e 'hich 'ord /e t de cri/e #our participation in a c"a room+ A"'a# B1<<JC Often B><JC Sometime B9<JC ,are"# B=<JC Rare"# B3<JC Ne&erB<JC 8+ Circ"e a man# of the fo""o'ing 'a# that #ou participate in the c"a room+ a+ /+ c+ d+ e+ $hen I@m ca""ed on+ $hen I ha&e a 1ue tion To re pond to other tudent comment To contri/ute to c"a di cu ion I do not participate+ than norma" in thi c"a A $h#A

9+ 0o #ou fee" that #ou participate more or "e

:+ 0o #ou thin. it i important to participateA $h#

The Impact of Seating

38

>+ $hat encourage #ou to participate in #our c"a e A $h#A ;+ 0o #ou thin. participating in c"a $h# or 'h# notA cou"d impro&e #our performance on a te tA

The Impact of Seating

39

Appendix " Post#Research Participation Sur!ey !o t?Re earch !articipation Sur&e# Student Num/erLLLLL

1+ $hich eating arrangement did #ou preferA Hor e hoe E2p"anation of 'h#: LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Traditiona" ro' Group

3+ Cou"d #ou ee the teacher at a"" time A

7+ Cou"d #ou ea i"# ee #our c"a mate A

=+ 0o #ou "i.e teacher a igned eat A

8+ $hen #ou e"ect a eat- 'here do #ou t#pica""# itA $h#A 9+ 0o #ou ha&e an# friend in the c"a A Ho' man#A

The Impact of Seating

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Appendix C Student Profile Student !rofi"e

Student Num/erLLLLLLLLL 1+ $hat i #our genderA 3+ $hat grade "e&e" are #ouA 7+ $hat i #our confidence "e&e" in mathA E2treme"# High High Medium Lo' E2treme"# Lo'

E2p"ain 'h#: LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL

=+ Genera""# de cri/e #our pa t performance in math c"a e A a+ /+ c+ d+ e+ A/o&e A&erage A&erage to A/o&e A&erage A&erage A&erage to ,e"o' A&erage ,e"o' A&erage

8+ $hat i #our pa t e2perience 'ith mathA Great Good Neutra" Mediocre !oor

9+ !"ea e ta.e the fo""o'ing per ona"it# te t Bhttp:**'''+humanmetric +com*cgi? 'in*DT#pe 3+a pC and "earning t#"e in&entor# Bhttp:**'''+"earning? t#"e ? on"ine+com*in&entor#*C and report #our finding /e"o'+

The Impact of Seating

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Appendix D Horseshoe Seating Chart

Horseshoe Seating Arrangements

>

1<

11

13

17

1=

18

19

1:

1>

Teacher@ 0e .

$hite ,oard G O&erhead Screen

The Impact of Seating

3;

Appendix $ %raditional Ro&s Seating Chart

Traditional Rows

17

1=

18

19

1:

1>

>

1<

11

13

Teacher@ 0e .

$hite ,oard G O&erhead

The Impact of Seating

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Appendix F 'roups Seating ChartSeating Group

Arrangement

1= 18 19

1:

17

1>

11 > ; : 1< 13

3 7 1 =

Teacher@ 0e . $hite ,oard G O&erhead Screen

The Impact of Seating

71

Appendix ' Participation !s( Performance 'raph

Participation vs. Peformance
120

100

80 Percentage

60

Actual Participation Test Grade

40

20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Student Number

The Impact of Seating

73

Appendix H Personality and )earning Style In!entory Chart

Participatio n in percentage 20 70 110 84 92 67 54 39 10 90 115 18 28 43 52 60 91 36

Personality Type Introvert #$trovert #$trovert #$trovert #$trovert Introvert Introvert Introvert Introvert #$trovert #$trovert Introvert Introvert Introvert #$trovert #$trovert #$trovert Introvert

Learning Style auditory !usical lin%uistic !at&e!atical auditory !usical !at&e!atical intrapersonal spatial !at&e!atical spatial interpersonal 'inest&etic intrapersonal intrapersonal 'inest&etic lin%uistic auditory !usical interpersonal lin%uistic

Participation in Percentage 13"33333333 46"66666667 73"33333333 56 61"33333333 44"66666667 36 26 6"666666667 60 76"66666667 12 18"66666667 28"66666667 34"66666667 40 60"66666667 24

The Impact of Seating

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Appendix I Classroom )ayouts of Pro*ect Participation

Group Arrangement Traditiona" Ro' Arrangement

Hor e hoe Arrangement

The Impact of Seating

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Appendix + Classroom )ayouts of Action ,ones

Traditiona" Ro' Arrangement Hor e hoe Arrangement

Group Arrangement

The Impact of Seating

78

Appendix - Qui. A!erage !s( Participation 'raph

Quiz Average vs. Participation
120

100

80 Percentages

60

(ui) Avera%es Participation

40

20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Student Number

The Impact of Seating

79

Appendix ) Class Participation !s( Performance Comparison 'raph

Class comparison Performance vs. Participation
100 90 80 70 60 50 40 30 20 10 0 1 2 3 Test Avera%e Participation Avera%e

The Impact of Seating

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Appendix / 'rade Point A!erage Comparison 'raph

Grade Point Average Comparison
120

100

80

60

*urrent GPA Previous +at& GPA

GPA

40

20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Student Number

The Impact of Seating

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Appendix 0 Action Plan Chart

Summary of Findings to Research Questions

Recommended Action Targeted to Findings

1+ I there an action 6one for traditiona" ro'hor e hoeand group eating arrangement A 1+1 Re 1+3 No

1+1a % e "a#out of action 6one to organi6e the c"a room for optima" tudent participation+ 1+1/ % e trategie to timu"ate non? action 6one through effecti&e teaching trategie + 1+3 % e effecti&e teaching trategie to timu"ate a"" area of the c"a room 3+1 Rearrange tudent eat o that a"" tudent ha&e e1ua" opportunit# to participate to their fu""e t 3+3 0etermine other cau e that affect tudent participation 7+1 Rea ign tudent eat to increa e "o' &er/a" tudent and maintain high"# &er/a" tudent 7+3 Encourage tudent participation from a"" tudent =+1a 0i cu finding 'ith tudent to moti&ate per ona" contro" of participation

Who is Responsible for the Action T Teacher S Student ! !rincipal !A" !arent#s F Faculty 1+1aG/ T 1+3 T

Who $eeds to %e Consulted or &nformed'

Who Will Timeline Resources (onitor#Collect )ata' The Impact of Seating 7;

T 1+ 3+ 5ie"dnote O/ er&ation

Ongoing throughout the choo" #ear

None

3+ 0oe the "ocation of a tudent@ eat affect their participationA 3+1 Re 3+3 No

3+1T 3+3 T

3+3 S- !A

3+3 T 1+ Sur&e# 3+ Inter&ie'

Spring 3<<;?3<1< choo" #ear

Time

7+Can tudent participation /e manipu"ated /# a eating arrangementA 7+1 Re 7+3 No

7+1 T 7+3 T-S

7+1 T 1+ 5ie"dnote 3+ C"a room map of eating arrangement

Ongoing throughout choo" #ear

=+I there a po iti&e corre"ation /et'een tudent participation and eating arrangement

=+1a T- S =+1/ T- !- 5S- !A =+3 T

=+3 S- !A

T 1+ 3+ 7+ Sur&e# Te t 0ata O/ er&ation

Ongoing throughout the choo" #ear

The Impact of Seating

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Appendix 1 Data Collection /atrix

The Impact of Seating

=1

R*S*ARCH Q+*ST&,$S

)ATA S,+RC* -

)ATA S,+RC* 2

)ATA S,+RC* .

)ATA S,+RC* 4

1+ I there an action 6one for ro'hor e hoe- and group eating arrangement A

SC"a room Map

5ie"dnote

Fideotape

3+ 0oe the "ocation of a tudent@ eat affect their participationA 7+ Can tudent participation /e manipu"ated /# a eating arrangementA

5ie"dnote

SC"a room Map

!o t?Re earch !articipation Sur&e#

5ie"dnote

SC"a room Map

=+ I there a po iti&e corre"ation /et'een tudent participation and eating arrangement 'ith performanceA

Student Iui6 Grade

Student Te t Grade

S!re&iou Math Grade

8+ $h# do ome tudent participate more than other A

!reBSC and !o t Re earch !articipation Sur&e#

S!er ona"it# Te t

SLearning St#"e In&entor#

SStudent !rofi"e