Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Department of Education
Region 10
Division of Bukidnon
DANGCAGAN NATIONAL HIGH SCHOOL
Poblacion, Dangcagan, Bukidnon
In partial Fulfilment of
CHAPTER I
INTRODUCTION
minimize or eliminate problem behavior without the need for consequence interventions (e.g.,
differential reinforcement or punishment). For example, Krantz and Risley (1977) showed
that simply seating students away from others was nearly as effective in increasing on-task
rewards. Wheldall and Lam (1987) found that on-task behavior doubled when students were
Seating assignments can position a student closer to the instructor, making it easier to
see and hear the professor. Seating proximity to the instructor can encourage attentive
behavior, classroom engagement, and discussion participation. Seating type may also
influence the learning environment by providing more comfort, better visibility, or improved
movement.
vital role in it. Bad seating arrangement causes discomfort, lack of attentiveness,
uncooperativeness and the in worst case dishonesty or in other words cheating. But one
specific aspect of seating arrangement that catches the researchers` attention was the effects
of seating arrangement according to sex; all male row, all female row and alternate sex row in
learning.
students` understanding level with regards to gender sensitive seating arrangements. In the
study, the learning capability of the students were investigated in G-11 STEM of Dangcagan
National High School. Results of these studies gives information to the teachers about the
At present, the effectiveness of this seating arrangement has not been assessed.
Because it is important to know the effectiveness of method, this study was conducted.
The general objective of the study is to assess the different seating arrangements
The results of the study would provide baseline information on which is more
School.
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This study will be of great value to the school and eventually to the community.
This study was limited only to the learning competency in different seating
arrangements of Grade-11 STEM students in Dangcagan National High School which was
The analysis of the effectiveness was limited only to the positive and negative effect
To test the better and much more effective seating arrangement between gender
Ho: The gender sensitive is much more effective than non-gender sensitive seating
arrangement.
HA: The non-gender sensitive is much more effective than gender sensitive seating
arrangement.
Definition of Terms
Seating arrangements are a main part in a teacher’s plan for classroom management.
Not only do the teachers need to consider the physical arrangement of the room but also the
nature of the students involved. The considerations in arranging the physical environment of
CHAPTER II
Introduction
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A student's educational experience is often much more than just tests, quizzes and
how the classroom is prepared. Depending on the district and the liberty given, teachers can
have a huge impact on the students with some simple changes. For example, if a teacher
wants their room to be calm and soothing, they can use colors to their advantage. Hanging
posters or painting their walls in blues and greens makes for a relaxing environment. Wacky?
Try some tropical colors. If they desire a more warm and homey feel they can choose primary
colors or earth tones for their classroom ("Eight secrets of class design," 1997). Although
some of these changes might be outside the teacher's jurisdiction, the design of the room in
terms of posters and materials is often under their control. Teachers could advocate having
carpeting installed if it is not currently. The color of this carpeting could have a profound
effect on the students to either excite or relax them (Hawkins, 1997). Even lighting could be
considered. Most lighting in schools today is done through fluorescent lamps, presumably
because of the low cost to operate, long lifespan and bright light they produce. If a bulb that
produces a cooler color temperature is used, it can create a cooler feel to the room. A more
neutral lamp would allow for a fuller spectrum of colors to emerge and could warm up the
color palette of the classroom (Hawkins, 1997). The environment the teacher chooses will
very likely have an effect on the students, and the teacher's awareness of these principles can
It has been suggested that a student's success within the classroom can be attributed to
their individual learning styles coinciding with the classroom's style of teaching.
A disconnect between learning and teaching styles has been attributed to misbehaviors and
poor performance (Baum, Renzulli and Hebert, 1995). This indicates that environmental
changes can be solve, at least partially, some types of bad behavior as well as improve a
Numerous studies have shown that a student sitting in the front of the class will
outperform students seated in other areas of that class. This has been shown to be true
regardless of a student's preference. Although some students would prefer to sit towards the
back, when they are brought up to the front, performance increases markedly (Totusek and
Staton-Spicer, 1982). It is believed that the front of the room offers fewer distractions which
allow the student to be more focused on the teacher. This research would indicate that a
student's performance in the classroom is not based solely on their natural academic ability.
Rather, their environment plays at least some part in their success or failure of a subject.
Classroom Ecology
The physical arrangement of most classrooms reveals much about the learning
process. From lecture halls, to smaller and more personal classrooms, they all look relatively
the same. A series of desks or chairs neatly organized with a desk or podium at the front. It
does not take much imagination to picture students filing in, sitting down, opening notebooks
and sitting mute during the class hour while the instructor stands behind his podium or paces
in front of the room. Sanders (1958) found teachers and administrators often did not take
advantage of innovative furniture arrangements. Even if portable chairs were used, they
rarely moved from the fixed rows that students and teachers alike were accustomed to. "The
sanctity with which straight rows are regarded makes it almost inevitable that departures from
them will be considered subversive" (Becker, 1973, p.515). Even when Rolfe (1961)
found that the movable seating, despite it being easier and more convenient to teach, yielded,
a pattern of teaching and use of space that changed very little. Virtually all experimental
classroom designs have occurred at the elementary level (Becker, 1973). When a person
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walks into a classroom today, they are reminded of the traditional schools of old. On the
contrary, there are a number of advocates for different shaped seating arrangements, such as
the furniture itself is under modification. A company named the 101 Group is developing
furniture that takes on multiple tasks. The idea, according to president and owner Burnett
Nelson is "to design the classroom of the future-a classroom that will allow the teacher or the
instructor to be a facilitator instead of a lecturer. That means the furniture is moveable and
has many functions" (Gite, 1998, p.l). Nelson's firm designs and manufactures tables with
tops that are reversible, one side being magnetic and one having Legos®.
Dunne (2001) writes about the relationship between classroom seating arrangements
and classroom management. She does not take a stance on the most successful seating
arrangement as she argues that teachers need to consider a seating arrangement that works
with the space they have and the student desks they need. She argues that it is important for
the seating arrangements to allow the teacher to walk between the student desks. She further
Bonus & Riordan (1998) conducted a research on changing and improving classroom
seating arrangements to help children stay on task and reduce distractions. They concluded
that the causes of students having trouble staying on task were related to seating arrangement,
seating proximity to the teacher, ability levels, and lesson taught. The leading factor in off-
task behavior was noted to be the seating arrangements. Hastings and Schwieso (1995) argue
that primary classrooms often have cluster seating, whereas the student tasks are primarily
Weinstein & Evertson (2006) state about the contribution of students in the decision
making that it can vary from selecting a signal for being quiet to the choice of sitting with a
friend when the seating arrangements are changed. They also quote (Morine & Dershimer
1985) indicating that seating arrangements can “impact students’ opportunities to learn and
Room arrangement affects the learning process, student behavior, and student
engagement thus has been validated by a number of researches past and present including
hose of Florman, 2003; Lackney & Jacobs, 2002; Proshansky & Wolfe, 1974; Richards,
The concept is further supported by Lackney and Jacobs (2002) who conclude that
various physical dimensions have been researched, and out of them classroom furnishings’
arrangement appears to be the most salient dimension for supporting curricular objectives
efforts.
When it comes to the disciplinary aspect of the classroom then it is advised by many
writers that the seating arrangement of the classroom is to be one of the most important
believe that the decisions teachers make about whether students will be allowed to select their
own seats and about the physical arrangement of the classroom can have an impact on
classroom discipline.
Many writers have stressed the necessity of a proper and suitable seating arrangement
of the class. According to Pitner (2009) how the teacher organizes the seating arrangement of
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the classroom definitely has an effect on the school year. If a classroom is organized for
efficient work habits and access for all students, then there will be fewer problems during the
academic year.
It is worth asserting that the seating arrangement has to be suited to achieve the best
Behaviour
Ability
Task
Time of day
Size of group
Weinstein & Evertson (2006, p.189) support the research of Zeidner (1998) who
states that one of the “Relatively unsevere” strategies of maintaining discipline in the
The debate of what effects can a seating arrangement have on the students is long
discussed by many educators and researchers. The students of a classroom do take the
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seating of the room seriously as it has to be the location of the student which decides the
Researchers have suggested that students seated in front rows are likely to participate more
than the ones on other seats. Then comes the question of assigned seats; some researchers
believe that students should be assigned seats as students tend to pick seats with partners who
Sommer as mentioned in McCorskey & MCVetta (1978) also found that the students
in the front rows participated more than the ones at the back. On the contrary Koneya (1976)
argues that in his research the students in the front row did not participate and rated low rated
in speaking and that their participation did not increase even after being placed in the front
rows.
Learning
The seating arrangement of the classroom does have an effect on the learning of the
“Effective arrangement and management of space can facilitate the learning process,
while the unplanned, ineffective use of space can result in unforeseen and unexpected
thinking, and appropriate comments, which in turn can have a positive effect on learning.”
Behaviour
The aim of the research is to amend the students’ behaviour through seating
arrangements. Frank Susi (1989, p. 37) argues that, “the physical environment must be
planned to address both education and behavioural priorities.” Furthermore (Weinstein, 1977,
p. 260) reiterates that “It is essential for teachers to examine both the practical and symbolic
ramifications of their designs to ensure that the setting and the curriculum are as compatible
as possible”. In support Lackney and Jacobs (2002) stress that teachers are “placemakers”
who are responsible for creating effective teaching and learning spaces.
Interactions
and student –teacher interaction as well. Koneya,(1976, p.266) conducted a study evaluating
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the link between seating proximity and verbal interaction and determined that, “location is a
Another researcher Weinstein (1979, p. 580) also noted that proximity plays a role in
student behaviour and concentration, and she focused on the ‘action zone,’ an area in the
front of the classroom where students are more engaged. Bovard (1951) pointed out that
Academic Progress
The academic progress of the students is no doubt then to be effected due to good or
bad seating arrangements. A suitable and successful seating arrangement according to Dunn
& Dunn (1975, p. 38) can result in “increased academic achievement, improved self-esteem,
a liking for learning, improved basic skills, stimulated creativity, and gradually increasing
learner-independence”.
Thus it can be stated with authority that altering of seating arrangement accrues
CHAPTER III
METHODOLOGY
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This chapter presents the methods and procedures which will be used in the study. It
includes the research design, locale of the study, participants, sampling procedure, research
Research Design
The study was descriptive design to determine the effects of seating arrangement in
Grade 11 STEM – ZARA. This qualitative research determined the outcomes of seating
arrangement by using a Likert Scale. It also covered by terms such as learning, seating
arrangements, and competency, therefore, we have used different terms in searching for
materials.
This study has administered survey questionnaires in Grade 11 STEM – Zara a senior
high section in Dangcagan National High School. The purpose of the survey questionnaire
was to attain the desired objectives of the study and to find the effects of gender sensitive
seating arrangement and to examine whether the seating arrangement really affects the
learning competences.
This research was conducted in Grade 11 STEM – Zara at Dangcagan National High
competences.
The sample was selected among the Grade 11 STEM – Zara students. The researchers
used Slovin's formula to calculate and estimate the sampling size. It is computed as n = N /
(1+Ne2). Where n = no. Of samples, N = total population, e = error margin / margin of error .
The sample was represented by 10 students. The samples were selected randomly in terms of
gender because the main objectives of this research were to identify whether the seating
arrangement give an impact towards the effects of learning competences of the students.
Research Instrument
In order to explore and gather data, the researchers employed one research instrument.
The respondents were asked to rate each item on a five-point Likert Scale ranging 1
(Strongly Disagree) and 5 (Strongly Agree). This study used questionnaire to achieve more
reliable and comprehensive picture. In this sense, questionnaire for students would be
directed to Grade 11 STEM – Zara students from Dangcagan National High School. We have
only one type of questionnaire and that was close type question.
The researchers accumulated a wealth of data (given 20 items with multiple parts).
The student responses were tallied and analyzed using the scheme above to determine
CHAPTER IV
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This chapter presents the results and discussion of the study. There were 10
questionnaires that floated to 10 Grade 11 STEM – ZARA respondents. The researchers used
(1+Ne2). Where n = no. Of samples, N = total population, e = error margin / margin of error.
1 20 3.65
2 20 3.6
3 20 4.1
4 20 3.75
5 20 4.2
6 20 3.7
7 20 3.9
8 20 3.95
9 20 3.5
10 20 4.1
1 10 0.6
2 10 1.2206
3 10 1.07703
4 10 0.66332
5 10 0.63246
6 10 0.9
7 10 1.16619
8 10 0.67082
9 10 0.83066
10 10 0.45826
11 10 0.64031
12 10 0.83066
13 10 1.4
14 10 1.22066
15 10 1.00499
16 10 1.07703
17 10 1.1
18 10 0.66332
19 10 1.04403
20 10 0.66332
The above table represents the total standard deviation percentage of each questions
The table above shows the result of the answers of the students from Grade 11
STEM – ZARA. The table proves that the seating arrangement in Grade 11 STEM – ZARA
Based on the data, 12 /12 of the positive parameters passed the above average test. On
the other hand 8/8 of the negative parameters passed the above average test. Based on the
results, cheating was considered as the most rated factor that affects students learning
competencies. Cheating was the most agreed factor by the students and mostly exercise in the
class. According to the data gathered, the most rated factors are merely positive effect to
student’s learning competencies and are exercised by the students. Among the 20 factors that
were given to the respondents, 12 factors of it are belonged to strongly agree, agree, and
somewhat agree, the remaining factors are rated as often and not exercise by the students in
the class.
Based on the result, the positive effects of a gender sensitive seating arrangement are
good relationship among same sex (10), respect will be observe within the opposite sex(10),
easy to communicate with the same sex (10), celebrating each other`s success (10), borrowing
of necessities are more easier with the same sex (10) , developing good relationship (10) , can
express more feelings (10), teamwork will be observed (10) , more comfortable (9) ,
generosity occurs (9) and no feeling of awkwardness towards opposite sex (8).
The negative effects of a gender sensitive seating arrangement are cheating (10) ,
improper use of cellphones (10) , teasing (10) , laziness (9) , back stabbing (9) , having
different worlds (9) , being noisy (8) , bullying (6) and the results gathered showed that there
sensitive seating arrangement. The gender sensitive seating arrangement causes rampant
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cheating activity on class which is voted 10 out of 10, 7 of them strongly agreed, 2 agreed and
1 somewhat agreed. This data is voted not only in one sex but from both male and female.
THEIR GENDER
GENDER
Male
50 % 50 %
Female
The graph above represents the number of respondents according to their gender.
Where, there are five males and five females in total of ten respondents. Which conclude that
there is an equal basis of the gathered data. It also proves that the data gathered has no biased
because it does not base on unequal repondents but in equal respondents according to their
gender.
Therefore, the results are based on the equal number of respondents according to
THEIR AGE
10 %
16 years old
50 % 17 years old
40 %
18 years old
The graph above shows the number of respondents according to their age. Where,
there are five respondents having the age of sixteen ( 16 ), four respondents having the age
of seventeen ( 17 ) and one respondent having the age of eigthteen ( 18 ) , in total of ten
respondents.
Based on the data gathered, most of the students have childish behavior and really
affect their performance in the class. By this unpleasant behaviour, students may think many
things, like doing good and bad things inside the class. Also, because only a year is difference
between the age of the respondents, what others do, it will be done by the whole class.
Therefore, this data also affect the students behaviour in the class, it can be positive or
negative. It really reflected the results , cheating is the highest rated factor, so we can say that
FATHER'S OCCUPATION
10 %
10 %
Farmer
40 %
Carpenter
Unemployed
20 % DOLE Employee
Deceased
20 %
The graph above shows the number of father’s occupation of the respondents. Where,
there are four respondents whose father is a farmer, two respondents whose father is a
carpenter and unemployed, one respondent whose father is a dole employee and one
Based on the graph, 40% of the respondent’s father’s occupation is a farmer, wherein
it can affect student’s behavior, it is because their father doesn’t have time for them. As well
as the others, their father does not have time for them because they are busy in their work. On
the other hand, respondents with father’s who are unemployed and is deceased, also affect
their performance in school. For the unemployed fathers, they might not give student’s needs
directly because of lack of money. That is why students feel uncomfortable to their father and
will do bad things in the classroom. For the deceased father, it might be that the student did
not get over on what happen to his / her father and affect his/ her behaviour inside the class.
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However, behind all these negative effects there are also positive effects. To those
respondent’s father who have jobs, they can directly give the needs of their child, that is why
their child really give importance to their studies and do good things inside the class. For the
father’s who are unemployed, because thay have time to their child and mold a close
Over all, fathers who are employed and unemployed plays a great role on students
MOTHER'S OCCUPATION
10 %
Housewife/Housekeeper
20 %
Farmer
Domestic Helper
70 %
The graph above represents the number of mother’s occupation of the respondents.
Where, there are seven respondents whose mother is a housekeeper, two respondents whose
housekeeper wherein it merely affects the behaviour of a student towards their school
performance maybe because of their parents cannot give full support and doesn’t have enough
money to provide thier children’s need.On the other hand a respondent’s whose mother is a
domestic helper may cause longingness of thier mother that can also affect to thier
performance where they cannot concentrate and focus. For those respondents whose mother is
a farmer can cause their children not interested in going school because of insecurities.
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Even so, there are many negative effects but still there are always positive effects
behind it.Some students will do good in their studies they do not allow theirselves to be
affected about their situation.Therefore, those mothers who are employed and unemployed
CHAPTER 5
This chapter presents the summary, conclusion and recommendations of the research.
The study was conducted to 1) evaluate the positive effect of gender sensitive seating
determine what is more effective in seating arrangement between gender sensitive and non-
The study was done using one research instrument. It was done using survey
questionnaires. The survey questionnaire was floated in the Grade 11 STEM – ZARA only at
Dangcagan National High School. The sample were all senior high STEM students on the
The result of the gathered data showed that the gender sensitive seating arrangement in
Grade 11 STEM – ZARA at Dangcagan National High School affect student’s learning
Based on the result, the positive effects of a gender sensitive seating arrangement are
good relationship among same sex (10), respect will be observe within the opposite sex(10),
easy to communicate with the same sex (10), celebrating each other`s success (10), borrowing
of necessities are more easier with the same sex (10) , developing good relationship (10) , can
express more feelings (10), teamwork will be observed (10) , more comfortable (9) ,
generosity occurs (9) and no feeling of awkwardness towards opposite sex (8). The negative
effects of a gender sensitive seating arrangement are cheating (10) , improper use of
cellphones (10) , teasing (10), laziness (9) , back stabbing (9) , having different worlds (9),
being noisy (8) , bullying (6) and the results gathered showed that there is a significant
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difference of seating arrangement between gender sensitive and non-gender sensitive seating
arrangement.
After a careful study and analysis of the results it can be concluded that seating
arrangements can be used for the development of learning and also to control discipline
problems. Efforts should be made on part of the teachers and the school administration in
The research proves that there is a relevant need of a reorientation in the approach to
the seating strategies for the teachers where they are guided towards using the seat alteration
system as a decisive factor. The present administrative schema for seating arrangment does
There rises a need to rectify these aspects as teaching should be flexible and should
make room to implement diverse and multiple methodologies for seating. Our teachers need
The research will be helpful for the administration and teachers of school to have a
more flexible approach towards the seating plans of a class. The study will help future
2. To have different method in researching and finding the results, in order to have a
LITERATURE CITED
BENEDICT, M. E., & HOAG, J. (2004), Summer.. Seating location in large lectures: Are
CARBO, M., & HODGES, H. (1 988). Learning style strategies can help students at risk.
HASTINGS, N., & SCHWIESO, J. (1995). Tasks and tables: The effects of seating
37(3), 279-29 1.
HAWKINS, H. L. (1 997). Good classroom design improves learning. School Planning and
KRANTZ P.J, RISLEY T.R. (1977) Behavioral ecology in the classroom. In: O'Leary D.K,
behavior modification (rev. ed., pp. 349–366) New York: Pergamon;. (Eds.)
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RIDLING, Z. (1 994, APRIL). The effects of three seating arrangements on teacher 's use of
(https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3405935/?fbclid=IwAR1ZLnAKL6
OR xJ7SXvXs9pakhaXmZkCUHkd-Bzij5SKFUM08E1TyuNZpxEI)
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APPENDICES