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Abstract: This paper examines the impact of seating locations on student classroom learning. Specifically, it examines the impact of seating locations on a) student learning motivation, b) student-student and teacher-student relationships, c) the nature of different tasks and activities performed, and d) student classroom participation. Its impact on classroom participation is carefully discussed because active engagement and participation in the learning experience positively affects students' learning while promoting the use of higher order thinking skills (Flynn, Vermette, Mesibov & Smith, 2009; McKeachie, 1990; Stronge, 2007). Student control, along with the implications related to seating locations in the classroom is also explained and discussed. Research gaps in this area are identified.
Introduction
It seems that there is a common belief that where students decide to sit within a classroom reflects upon their motivation, engagement, and willingness to learn (Benedict & Hoag, 2004; Betoret & Artiga, 2004; Budge, 2000; Burda & Brooks, 1996; Daly & Suite, 1982; Marx, Fuhrer, & Hartig, 2000; Perkins & Wieman, 2005; Wannarka & Ruhl, 2008). Though this belief has become an anecdotal comment, there are indicators suggesting that student location within the classroom affects academic performance (Burda & Brooks, 1996; Holliman & Anderson, 1986; Perkins & Wieman, 2005; Sztejnberg & Finch, 2006). Over the past decades, research has explored whether it is the good student who selects the seat at the front of the class or if the seat at the front of the class creates the good student (Burda & Brooks, 1996).
What teachers consider to be a good student can vary. Research shows that seating locations1 are related to academic achievement and classroom participation (Budge, 2000; Marx, Fuhrer, & Hartig, 2000; Wannarka & Ruhl, 2008; Weinstein, 1979). Seating locations concern how students are seated within the classroom environment. They can vary in size and formation; however, they affect students' learning conditions, and learning conditions impact their engagement and participation in the classroom (Budge, 2000; Marx, Fuhrer, & Hartig, 2000; Wannarka & Ruhl, 2008).
Research has begun to show that active engagement and participation in the learning experience positively affects students' learning (Flynn, Vermette, Mesibov, & Smith, 2009; Stronge, 2007). Classroom participation is associated with the generation and promotion of higher order thinking skills, and this cognitive stimulation provides...