Seating patterns and their influence on classroom interaction and participation

Abstract

Research was conducted to find a link between student seating patterns and levels of classroom interaction and participation. Two classrooms were observed in the Fairbanks North Star Borough School District over ten days of the spring semester of 2007. Observations were conducted in two English classes at Lathrop High School. A total of 53 students and two teachers took part in the study. The primary research question centered on the relationship between seating location and classroom interaction and/or participation. Further questions dealt with student grouping according to race, gender, academic ability and age as well as other factors that may influence student interaction and participation. The teacher's role in encouraging interaction and participation through changing the seating arrangement was also analyzed. Results indicate that while seating location played a role in classroom interaction and participation, it may be more important to look at who a student is sitting next to as a predictor of the level of interaction and participation. Grouping patterns exist to some extent for gender, race, academic ability and age. Other factors that can influence student behavior included the absence or tardiness of students. Teachers were also shown to play a role in influencing behavior.