LEVEL OF EFFECTIVENESS OF SEATING ARRANGEMENTS AS AN INTEGRAL

PART OF CLASSROOM MANAGEMENT AS PERCEIVED BY GRADE 11 STUDENTS

OF JOSE RIZAL UNIVERSITY

A Research Paper

Submitted in Partial Fulfillment for the Subject in

RSC S112

QUANTITATIVE RESEARCH

By

Sanchez, Daisy Marie

Sending, Abegail Jane

Soriano, Andrei Gerard

Suanes, Jason Rick

Sumbillo, Jann Edward

Taduran, Jeremiah Allen

Tutanes, Drinnie Angeline

Umpar, Aina

Vale, Rafael Angelito

Valencia, Marielle

H11C

October 2019
 ABSTRACT

This study was conducted to determine the level of effectiveness of seating arrangement

among senior high school students. Fifty (50) senior high school students from different sections

of each strand/track were given survey questionnaires that asks the type of seating arrangement

that they are currently using in class, their preferred type of seating arrangement, and the learning

efficiency of the seating arrangement. Through this study, the researchers were able to know the

efficiency of learning of the current seating arrangement of the students, and the type of seating

arrangement that best suits the interest of the students in terms of learning. Results showed that

students are seated in alphabetical order which is known as the traditional row-type arrangement.

This type of seating arrangement also best suits the interest of the students where it showed that it

is efficient for learning.

Keywords: senior high school students, effectiveness, seating arrangement

 INTRODUCTION

Background of the Study

Seating arrangements are essential in classroom setting and learning environment or

context for they have the potential to help prevent behavioral problems leading to the decrease of

the attention of students towards the lessons being presented by the teachers. However, managing

the classroom is a serious challenge for the teachers. One of which is on how they can arrange the

seating plan, or they may opt to just let the students decide on their own. The manner and the

selection of ways can affect the behavior and the learning response among the students since

seating in last row can easily destruct your attention and can loss focus (Ruhl & Wannarka, 2018).

Studies have reported that seating arrangements impact the way students perceived

learning. learners who occupy the front rows are said to be more attentive that those at the back.

Meanwhile, those in front are the one who generally actively response to questions asked during

classroom discussion.

From a learner’s point of view, classroom management symbolizes one’s personality.

Often, the diligent and focused learners occupy the front rows, in order not to miss out any vital

information whereas the laid back, more casual students opt for the back benches to avoid being

noticed by the educators (“Do Seating Arrangements have an Impact on Student Learning?” n.d.).

In general, classroom spaces are designed whereby learners occupies these spaces according to

their preferences, focusing on learner’s construction of knowledge that would support learning

essentials and response that eventually would excel them (Rands and Gansemer-Topf, 2017).
 On the other hand, seating arrangements can be a reason for the decline of academic

performance as attention span, concentration, comprehension and the retaining of information can

be influenced by where the student is assigned to sit.

Statement of the Problem

In this fast-paced technological learning environment, students like to have the sense of

comfortability when it comes to learning that is why seating arrangements are critical and essential

in a classroom setting. The objective of this research phase was to develop a clear statement of the

problem in order to answer the given dilemmas that confronts today’s set of learners when it comes

to performing in a fixed classroom setting. Thus, this undertaking determined the effectiveness of

seating arrangement as an integral factor towards classroom management as perceived by Grade

11 Students of Jose Rizal University.

Specifically, this study sought to answer the following sub-problems;

1. What is the form of alphabetical-order seating arrangement that the respondents are using

as a classroom management strategy?

2. What are the possible considerations for placing the learners while arranging the

classroom?

3. What is the level of effectiveness of seating arrangements as perceived by the respondents

of Jose Rizal University?

Conceptual Framework

Figure 1. Conceptual Paradigm of the Study

Figure 1 illustrates the variables or factors of the study that interconnects with each other

in dealing with the effectiveness of seating arrangements in a classroom context for the academic

performance of the students. This provides as a guideline for the researchers to have a visual

representation to demonstrate the flow of the present study.

The flow of the study starts by determining how effective are the different types of seating

arrangements that the Grade 11 students of Jose Rizal University are currently using in their

respective classrooms and sections. Moreover, this study also measures how seating arrangements

affects the behaviors of these students towards learning response and their academic performance.

Students spend large amount of time in the classroom, where desks are arranged in a

specific way and individual seats are determined by the teacher. At the beginning of the school

year, as part of classroom management, teachers face the question of how and where to position
each student inside the classroom. This is an important decision, as classroom seating

arrangements influence classroom climate and students’ relationships with each other.

It is far from clear what considerations would the teachers have when planning seating

arrangements. This insight may help teachers to make structured and considered decisions,

resulting in more effective seating arrangements and less concerns for teachers about how to

arrange the classroom in a good way (McKeown et al., 2015).

Managing the social dynamics in the classroom may be more difficult in classrooms with

a great diversity of students. Some with disabilities often have more social difficulties, it is

concluded that teachers who are routine experts need assistance with managing social dynamics to

support students who have significant academic and social needs (Farmer et al. 2016). The teachers

manipulate these strategies of what kind of seating arrangements they would conduct to keep the

students orderly and precisely managed.

Significance of the Study

The study was undertaken to find out the suitable seating arrangement techniques rendered

by the Faculty of Jose Rizal University under Senior High School Division. This endeavor also

measured the effectiveness of seating arrangement by knowing the through behavioral implications

which are the determinants of their academic performance and how they adapt certain teaching-

learning style.

Thus, the findings of this study will be beneficial to the following entities:

JRU Grade 11 Students. The findings of this study will let them be familiarize with

different seating arrangements that would somehow negatively or positively impact their academic
performance. Through this study, they will become aware on what type of seating arrangement

that certainly suit their interest on learning. This will help students have a clear mindset on their

approach to the given subject matter.

JRU Senior High School Teachers. The direction given by this research will help them

to give proper guidance to students pertaining to this kind of classroom setting. The findings in

this study may serve as a premise in guiding and assigning the students with the appropriate type

of seating arrangement.

Education. This research will contribute in the field of education in a way that this study

will increase the awareness of students, parents, teachers, and the curriculum itself about the

effectiveness the different types of seating arrangement has on the academic performance of JRU

Grade 11 Students. Through this research, people will be able to acquire new knowledge and obtain

deeper understanding about the topic.

Future Researchers. The results of this study may serve as their baseline information and

literature to those future researchers who want to conduct a study related to this topic.

Scope and Delimitations

The study focused on Grade 11 JRU students and the seating arrangements that they are

using as a specific option for classroom management. These students will serve as the respondents

of this present undertaking. It is considered to acquire the component in identifying the

effectiveness of alphabetical-order seating arrangement as a classroom management strategy,

considerations for classroom seating arrangement settings, and the effect it has on the participation

and performance of the students. They are chosen regardless of their strand as long as they belong

to the academic track.

 This study is limited only in finding out effectiveness of seating arrangements particularly

alphabetical-order and the impact it brought towards academic performance and learning response

among the students of Jose Rizal University. The study does not cover matters that have the same

issue as the primary and college divisions. This study also does not cover the different types of

classroom management such as teaching strategies, learning styles, educational and financial

resources, and other services provided by the educational institution.

Operational Definitions of Terms

Grade 11 JRU Students – group of people who are in academic tracks and the

respondents of the study; these are the learners who participate in the academic activities.

Seating arrangements – the independent variable of the study; the strategy and learning

style of teachers in managing the classroom.

Academic Performances – the dependent variable of the study; the basis of teachers in

observing and grading a student in a subject.

Senior High School Division – the division in which the study is going to be conducted;

the K to 12 program which students attend two more years to prepare for college.

Classroom management – the researchers considers this as a technique which teachers

maneuver to organize properly the student’s productivity, attentiveness and orderly focused in

class.

Teachers – a person who manages or strategies the orderliness of the classroom of the

students. In this study, it pertains to the faculty of Senior High School Division of Jose Rizal

University.
 Strategy/Strategies – this is a plan to operate for achieving a major or overall aim.

Effectiveness – the degree of something to be successful in producing a desired goal or

result.
 METHODS

Research Design

The study was a quantitative type of research. As explained by Mcleod (n.d.), quantitative

research as a type of research that “gathers data in a numerical form which can be put into

categories, or in rank order, or measured in units of measurement. This type of data can be used

to construct graphs and tables of raw data.” This research design was utilized since the researchers

seeks to gather numerical data from the respondents that will acknowledge and answer the main

problem of the study.

The research fell under descriptive research, which intended to provides answers to who,

what, when, where, and how questions. It seeks to describe the characteristics of an audience and

while it’s not grounded in statistics, and leans towards more qualitative methods, it can include

quantifiable data as well (GutCheck, 2019).

This type of quantitative research design was engaged in order to know the level of

effectiveness of seating arrangements in the academic performances among Grade 11 JRU

Students. It would see if dependent variables relating to academic performances, preferences,

classroom management strategies, and student behaviors will be significant factors that influence

the level of effectiveness of seating arrangements. It is considered to describe various aspects of a

phenomenon is used to describe characteristics and/or behavior of sample population (“Descriptive

Research - Research-Methodology” n.d.).

Research and Sampling

The researchers used a non-probability sampling in choosing the respondents. Non-

probability sampling is a type of sampling technique in which the researcher picks samples based

on the subjective judgment of the researcher rather than random selection (Bhat, 2018).

Respectively, the researchers used the purposive sampling technique wherein a purposive sample

is a non-probability sample that is utilized based on characteristics of a population and the

objective of the research itself (Crossman, 2019). The characteristics of the sample are based on

their strand and section.

During conduct of this study, the researchers dealt with 50 senior high school students

belonging in the strands Science, Technology, Engineering and Mathematics (STEM),

Accountancy, Business and Management (ABM), Humanities and Social Sciences (HUMSS)

General Academic Strand (GAS), Computer Systems Servicing (CSS), Food and Beverage (F&B),

Tour Guiding (TG), AAD, and Sports. Through the use of purposive sampling, one student from

each section representing each strand was chosen as the respondent of the study. This step was

done to ensure that population was represented systematically and in order for the researchers to

have prior knowledge on the methodology so that they can properly select and approach eligible

participants.

Instrument

The researchers used the survey-questionnaire instrument in order to achieve the main

objective of the study which is to determine the correlation of the seating arrangement and the

student’s performance. The researchers prepared a survey containing different types of scales and

survey questions. Specifically, the researchers conducted a Likert Scale and Binary Scale while
the survey questions were ranking questions and multiple-choice questions. Liedke (2019) states

that it includes a series of questions that the researchers ask people to answer, and ideally balanced

responses people can choose from.

The 4-point Likert scale was utilized and ranges from evident, slightly evident, often

evident, and not evident to allow the researcher to uncover degrees of opinion and preferences.

Pelz (n.d.) defines Binary Scale as “nominal scales consisting of binary items that assume one of

two possible values, such as yes or no, true or false, and so on.” The scale is used to know if the

respondents generally seats in an alphabetical order at school. Ranking questions, on the other

hand, are an important asset in the survey designers’ toolbox (Vannette, 2018).

They are used in order to determine which classroom management aspect should be

prioritized with 9 statements and the respondent will just determine the top 5 statements according

to their own preference. Lastly, multiple choice questions consist of a problem and a list of choices,

known as alternatives (Mcdaniel, 2018). This type of questions was used to let the respondents

pick what type of seating arrangement they are generally assigned to.

The questionnaire was composed of four parts, Part I covers the assessment of the

respondent if he/she seats in an alphabetical order or not. Part II covers the different types of

seating arrangements the respondent might be generally assigned to be seated at. Part III will

determine the choice of the respondents on what they think is are the top 5 most essential

preferences when it comes to constructing seating arrangements. Part IV will tackle the level of

effectiveness of the different class management strategies relating to seating arrangements and if

it affects the way they perform at school. After constructing the instrument, it was shown to the

adviser of the researchers for some clarifications and suggestions. After the validation, the

researchers revised the instrument and the final copy was prepared.
Data Gathering Procedure

The researchers executed the following steps in their data gathering:

1. The researchers picked a representative for each section.

2. The researchers then asked for the consent of the person as personal data will be asked.

(name, section, strand)

3. After approval of consent, the researchers proceeded to distribute the questionnaire and

gave enough time for the respondents to answer it.

4. Eventually, the researchers collected the finished survey questionnaires and prepared the

data for analysis and processing.

5. Finally, the researchers tallied, coded, tabulated, and analyzed the data.

Data Analysis

This study aims to determine the answer between the correlation and level of effectiveness

of the seating arrangement and the student’s performance. The researchers also presented all of the

data using tables. The researchers will be determining the answers to the three main questions. In

the first question, the researchers were looking for the number of respondents who seats in an

alphabetical order or not while the second question, still relating to the first question, asked for

what is the most common type of seating arrangement based on Traditional, Round Table,

Horseshoe/Semi Circle, Double Horseshoe, and Pods (Groups/Pairs).

The researchers used frequency count and percentage to count the results and findings.

Frequency count or frequency distribution, according to Tiemann (n.d.) is the most primitive way

to present a distribution is to simply list, in one column, each value that occurs in the population

and, in the next column, the number of times it occurs. Percentage, on the other hand, represents
the number of people who gave each answer as a proportion of the number of people who answered

the question (“How to Analyze Survey Data: Methods & Examples” n.d.).

In the third question, the researchers will be finding what the predilections of the

respondents are when it comes to the construction of seating arrangements through the use of

frequency count and ranking (Top 5). Lastly, in the fourth and last question, the researchers asked

if the given classroom management statements relating to seating arrangements are evident in the

class through the use of quantification of a 4-point Likert scale and the summation of quantification

equivalent or the average weighted mean (Σwx/Σw)

SCALE QUANTIFICATION ADJ. DESCRIPTION

4 3.01-4.00 Evident

3 2.01-3.00 Slightly evident

2 1.01-2.00 Often evident

1 0.00-0.99 Not evident

Table 1. Four-point Likert Scale Measurement and Quantification

Quantification is the act of giving a numerical value to a measurement, that is, to count the

quanta of whatever one is measuring, and it produces a standardized and practical form of

measurement that allows statistical procedures and mathematical calculations (Social Science,

n.d).

Meanwhile, the average weighted mean is a type of mean that is calculated by multiplying

the weight associated with a particular outcome with its associated quantitative outcome and then

summing all its products together (“Weighted Mean - Definition, Uses, and Practical Example”

n.d.).
 RESULTS AND DISCUSSION

Results

The results of the surveys revealed many key findings and it can be implemented to result

in improved classroom performance. Through the stage of data gathering, there were 50 chosen

respondents coming from each of the sections in different strands in the Senior High School

division, specifically Grade 11 students. In Table 1, the respondents were asked if they were seated

in an alphabetical order. 72% or 36 of the respondents said that they were seated in an alphabetical

order while 28% or 14 of the respondents revealed that they aren’t.

INDICATORS YES NO PERCENTAGE

I am seated in an alphabetical order. 36 --- 72%
I am not seated in an alphabetical --- 28%
14
order.
Table 1. Frequency of Responses on Alphabetical Order Seating Arrangement

Based on the tabulation of the results which are indicated in Table 1.1, 92% or 46 of the

respondents said that they are seated in a traditional seating arrangement which is a row type and

a fixed arrangement. It is historically common in colleges and universities, minimizing student-

student communication and largely supporting a “sage on the stage” learning environment

(“Classroom Seating Arrangements: Poorvu Center for Teaching and Learning,” n.d.).

TYPE OF SEATING ARRANGEMENT NUMBER OF

RESPONSES
Traditional 46
Round Table 1
Horseshoe/Semi Circle 0
Double Horseshoe 0
Pods (Groups, Pairs) 3
Table 1.1. Frequency of Responses on the Type of Seating Arrangement
that the Respondents are Using
 The researchers aimed to ask what the top 5 things to consider in constructing a seating

arrangement. Based on Table 2, the respondents said that they consider the separation of student

in terms of behavior as the first important thing to consider, promotion of student interactions as

the second, orderliness of classroom as the third, formation of harmonious relations as the fourth,

and promotion of academic diversity as the fifth.

THINGS TO CONSIDER FREQUENCY PERCENTILE

RANK
To improve information dissemination 25 6th
To maintain order in the class 34 3rd
To promote student interactions 37 2nd
To separate students with behavior
39 1st
problems
To promote academic diversity 27 5th
To memorize the alphabetical order 21 8th
To harmonize relationship inside the
30 4th
classroom
To observe a conducive learning
22 7th
environment
To promote new friendship 15 9th
Table 2. Most Important Aspect to Consider in Implementing Seating Arrangement
as Perceived by the Respondents

As indicated in Table 3, students were asked if how evident these class managing

statements are in their classroom. Based on their responses, all statements are evident except the

separation of students with behavior problems which students want to be evident in Table 2. The

data was interpreted through 4-point Likert scale and the average weighted mean formula. The

average weighted mean is 3.36 making the variables in the table evident.
 WEIGHTED ADJ.
INDICATORS
MEAN DESCRIPTION
a.) Information is transferred efficiently. 3.56 Evident
b.) Orderliness in the class is
3.1 Evident
maintained.
c.) Student interactions are promoted. 3.54 Evident
d.) Students with behavior problems are
2.9 Slightly Evident
separated.
e.) Academic diversity is promoted. 3.46 Evident
f.) Alphabetical order is memorized by
3.56 Evident
the proctor/teacher.
g.) Harmonious relationships are
3.04 Evident
perceived.
h.) Conducive learning environment is
3.32 Evident
distinguished.
i.) Friendships are promoted. 3.72 Evident
Average Weighted Mean 3.36 (Evident)
4-Evident (3.01-4.00), 3-Slightly evident (2.01-3.00), 2-Often Evident (1.01-2.00), 1-Not
Evident (0.01-1.00)
Table 3. Level of Effectiveness of Seating Arrangements on Various
Classroom Management Aspects

Discussions

The main goal of the study is to find out the correlation of seating arrangements and the

student’s academic performance. In effect, these variables were put forth as the central foundation

of the study, setting aside, in instances, the content/subject area in which they might be utilized.

This was predicated on the possibility that effectiveness of seating arrangements will be seen as

holistically. Therefore, what was particularly essential in studies relating to seating

arrangements and academic performances is the word “effectiveness” itself as it the study aims to

examine it not just with respect to the student as the target of instruction, but to the teacher as

the disseminator of instruction. When perceived as a whole, both offer equally important insights

into how the concept of effectiveness might be taken as a valued statement and be incorporated to

personal meaning.
 1. What is the form of alphabetical-order seating arrangement that the respondents
are using as a classroom management strategy?

The first research objective is to find out the form of alphabetical-order seating

arrangements as a classroom management strategy as perceived by the respondents. Therefore, the

generalizability of the results is limited by asking the respondents if they are seated in an

alphabetical order generally at class and what type of arrangement, they usually conduct every

day. The results, as stated in Table 1, indicates that 72% of the respondents are seated in an

alphabetical order while the 28% aren’t. The findings affirm with the observations of Kelly (2019)

which acknowledged that alphabetical seating arrangements is one of the simplest ways’ teachers

use in constructing a sensible classroom seating arrangement and it can also help learn student

names. Meanwhile, Table 1.1 shows that 92% of the respondents are observing a traditional type

of seating arrangement leaving the pods type of arrangement at 3%, round table at 2%, leaving

horseshoe/semi-circle and double horseshoe seating arrangements at 0%.

Mabiog (2019) stated that row seating arrangement is the most common seating arrangement

in classrooms and shows the various effects on a student’s behavior and performance in school.

The data that was constructed in both Tables 1 and 1.1 contributes to a better understanding that

Grade 11 JRU students are incorporated into simple and common classroom seating arrangement

structures.

2. What are the possible considerations for placing the learners while arranging the
classroom?

The second research objective is to figure out the possible most essential considerations

for placing students while arranging the classroom. The speculations of the data are only limited

with asking statements relating to classroom management and how it is essential to academic
performance. The results, as indicated in Table 2, listed separation of student with behavior

problems should be a main priority with 39 respondents in constructing a seating arrangement.

Kapur (2018) states that classroom management should create an environment where

students feel safe and the teacher, who serves as the class manager, should lead the class

environment in order to ease the education process and manage students who have behavior

problems. Second, is the promotion of student interactions with 37 respondents.

Telhaj and Shqiponja (2018) said that the role of social interactions in modifying individual

behavior is central to many fields of social science. In education, one essential aspect is that “good”

peers can potentially improve students’ academic achievement, career choices, or labor market

outcomes later in life. Third, is orderliness of classroom is maintained with 34 respondents. Great

School Partnership (2014) stated that students want to comply with their expectations when it

comes to behavioral and academic aspects so the teacher must establish these expectations. Fourth,

is harmonious relationships inside the classroom should be promoted with 30 respondents. Scots

College (n.d.) said that positive teacher-student relationships promote a sense of school belonging

and encourage students to participate cooperatively. Students develop confidence to experiment

and succeed in an environment where they are not restricted by the fear of failure. Fifth, is

promotion of academic diversity with 27 respondents. Responsive curriculums help students from

a different backgrounds develop a sense of identity, as well as proudly identify with their culture

group, in line with this, teachers play a big role in helping these students succeed through

establishing responsive classrooms.

(Lynch, 2015). Sixth, is proper dissemination of information. A teacher’s goal is for his/her

students to transfer what they have learned to real life situations so that the learner takes knowledge

what they have learned in a classroom and apply it in new contexts (“Teaching Students to Transfer
Their Knowledge,” 2017). Seventh, is observation of a conducive learning environment with 22

respondents. Suleman & Hussein (2014) said that if the students feel comfortable within

classroom, then they will have much concentration on the lesson taught to them and that is why

they will get more information from the teachers and thus they will obtain high scores. Eighth, is

to memorize the alphabetical order with 21 respondents.

Barnum (2018) revealed that a student who knew every classmate had one fewer unexcused

absence than a similar student with zero familiar faces. One fewer absence might not seem like a

lot, but the average student had fewer than two unexcused absences. Therefore, memorization of

classmates, in terms of alphabetical order and classmate familiarity in general has its effects on a

student’s attendance, behavior, and performance. Last, is promotion of friendships with 15

respondents.

Meyer (2019) indicated that students who have friends among their peers and prepare exams

together, perform better than students who study by themselves or have less of a social network.

The data that was constructed in Table 2 build on existing evidence of the respondents’ preferences

in constructing seating arrangements as a part of classroom management.

3. What is the level of effectiveness of seating arrangements as perceived by the

respondents of Jose Rizal University?

The third and last research objective is to know the level of effectiveness of seating

arrangements as perceived by the respondents. According to data all statements are evident except

the separation of students with behavioral problems which are slightly evident. Hence, the overall

results are limited by asking the respondents the disadvantage of having seating arrangement in

class and what are the possible outcome of having this strategy. The results, as indicated in Table
3, first (A) transferring the information efficiently with the total of number 3.56 respondents in

level of effectiveness of seating arrangement is considered as evident.

Gremmen (2016) stated that teachers have generally been shown to prefer placing students

with disruptive behaviors apart and sitting students with concentration, motivation, or learning

difficulties near the teacher. Second (B), maintained the class orderliness with the total numbers

3.1 respondents is considered as evident (Gremmen, Van den Berg, Segers, & Cillessen,(2016)

said that teachers have been shown to generally prefer arranging desks in small groups when

seeking to foster cooperation among students, such as during group work. Third (C), promotion of

the student interaction with the total of numbers 3.54 respondents is considered as evident.

Gremmen (2016) teachers reported using small groups more frequently to promote cooperation

while choosing rows to establish a quiet atmosphere. Quantifying such factors in classroom social

interaction is key to measuring outcomes. Fourth (D), separation of student behavior problems

with the total of numbers 2.9 respondents is considered as slightly evident. Gremmen (2016) part

of the challenge for teachers to find a suitable place for children with externalizing behaviors is

the question about whom to place next to them. In addition, in the Table 2, it is indicated that

separation of students with behavior problems should be considered as top priority. It is considered

as valid since (D) is the only statement which is considered as slightly evident in the classroom.

Fifth (E), promotion of academic diversity with the total of numbers 3.46 respondents is considered

as evident

. Van den Berg and Cillessen (2015) showed that by manipulating the distance between

students, either by spreading students apart or putting them closer together, relationships could be

strengthened or diminished. Sixth (F), being memorized the alphabetical seating plan by the

proctor/teacher with the total number 3.56 respondents is considered as evident. Kinahan (2017)
stated that all of the participants used seating to create a learning environment that they believed

to be supportive, collaborative, and inclusive. The students reacted to the constructed environment

and teachers continuously make decisions according to student behavior and their personal

characteristics that determined their goals and objectives for the class. This demonstrated the

teachers’ understanding of the relationship between the environment and behavior. Seventh (G),

harmonious relationships with the total of numbers 3.04 respondents.

Van den Berg and Cillessen (2015) suggested that the classroom seating assignment could

be used as a tool to improve preference and liking among peers is considered as evident. This could

potentially reduce peer-reported problem behaviors in the classroom. Eighth (H), conducive

learning environment is distinguished with the total number of 3.32 respondents is considered as

evident. Kinahan (2017) said although associated with social and behavioral needs, academic

needs are at the forefront of concern in a classroom. Research indicated that seating arrangements

alter the classroom environment and individual’s experience in the classroom. Last (I), promotion

of friendships with total number 3.72 respondents is considered as evident.

Van den Berg and Cillessen (2015) demonstrated that by manipulating the distance

between seating assignments in classrooms, the teacher could influence the relationships between

peers. Teachers used seating assignments to support students who need to build friendships or

break apart unhealthy partnerships. The average weighted mean is recorded as evident with a score

of 3.36. The data that was constructed in Table 3 build a different result in level of effectiveness

of seating arrangement.
 CONCLUSIONS AND RECOMMENDATIONS

Conclusions

Based on the findings of the study, the following conclusions were drawn;

1. In conclusion, students are generally seated in an order which is alphabetical with a

traditional row-type arrangement which proves that these types of arrangements are a

stereotype in the Grade 11 JRU classrooms. The respondents stated that separation of

students with behavior is a top priority of consideration, therefore affecting the student’s

academic performance inside the classroom.

2. It directly links to the level of effectiveness of seating arrangements as a form of classroom

management as these behavioral separation between students is not evident and promoted

inside the classroom making these types of indicator less monitored and observed by the

teachers. More research can open up future studies to replicate and extend current findings

on student behavior and its relationship with classroom management strategies.

3. The findings by the study can help teachers construct classroom seating that can maximize

the potential of a student and help teachers who are struggling with student behavior. In

line with this, it serves as a tool for the teachers to help students receive a more effective,

worthwhile, and a coherent education.

Recommendations

Based on the foregoing conclusions, the following recommendations were established in

addressing the problem being defined in this present study.

1. Seated in an alphabetical must be managed by teachers, for them to recognize their

students.

2. Managing classroom's seating arrangement must be prioritized to support learning.

3. Constructing a classroom seating must be provided to maximize the potential of students.

4. Seating arrangement by behavior of students must be the top priority of consideration.

Recommendations for Future Researchers

The researchers recommend further studies about the level of effectiveness of seating

arrangement in learning. Whether it is for studying or behavioral purposes. Researching other ways

managing a classroom is also recommendable.

 References

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Kelly, M. (2019, February 20). Methods to Arrange a Classroom. Retrieved from
https://www.thoughtco.com/method-for-classroom-arrangement-7729
Mabiog, C. (n.d.). Seating Arrangement Towards Effective Learning. Retrieved from
https://www.academia.edu/38712111/Seating_Arrangement_Towards_Effective_Learning
Kapur, Radhika. (2018). Impact of Classroom Management on Student's Behaviors.
Partnership, G. S. (2014, November 26). Classroom Management Definition. Retrieved
from https://www.edglossary.org/classroom-management/
Scots College. (n.d.). How to develop positive teacher-student relationships. Retrieved
from https://www.tsc.nsw.edu.au/tscnews/how-to-develop-positive-teacher-student-relationships
Lynch, M. (2015, January 3). 6 Ways Teachers Can Foster Cultural Awareness in the
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