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Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of

Students in Public Day Schools in Musanze District, Rwanda.
Article · October 2023
DOI: 10.59765/ylav4917.

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Website:www.jriiejournal.com ISSN 2520-7504 (Online) Vol.7, Iss.4, 2023 (pp. 704 - 710)

Effects of Classroom Seating Arrangement on the

Academic Performance in Mathematics of Students in
Public Day Schools in Musanze District, Rwanda
Emmanuel Byiringiro
Education Department
Mount Kenya University
Email: [email protected]

Abstract: The study aimed to investigate the impact of classroom seating arrangements on the academic performance of
students in the subject of Mathematics in public day schools in Rwanda, focusing on Musanze district. The study employed a
descriptive research design, utilizing a mixed methods approach that incorporates both quantitative and qualitative research
methods. The target population consisted of educational practitioners in the district, including students, teachers, head
teachers, and the Sector Education officer, with a total population of 1600 participants. A sample size of 320 respondents was
selected using a simple random technique. The quantitative data underwent analysis through descriptive statistics, while
qualitative data was subjected to content analysis. Statistical tools such as the Statistical Packages for Social Science (SPSS)
version 21 were employed for data analysis, and the results were presented in the form of pie charts and tables using
Microsoft Word. The findings from the study indicated a positive and significant correlation (r=0.775, p=0.000) between
classroom seating arrangements and students' academic performance in Mathematics in public day secondary schools in
Musanze District, as revealed through Pearson correlation analysis. In conclusion, the study suggests that teachers should
consider rotating students regularly. Providing students with opportunities to sit up front, even briefly, has the potential to
improve grades and increase interaction with teachers, ultimately enhancing intrinsic motivation. It is emphasized that this
motivation could be fostered throughout the entire classroom, freeing students from the requirement of sitting in the front to
achieve academic success.
Keywords: Seating, Arrangement, Students, Academic performance, Mathematics

How to cite this work (APA):

Byiringiro, E. (2023). Effects of Classroom Seating Arrangement on the Academic Performance in Mathematics of Students
in Public Day Schools in Musanze District, Rwanda. Journal of Research Innovation and Implications in Education, 7(4),
704
– 710. https://doi.org/10.59765/ylav4917. such element. Depending on the policies of the school
district and the latitude granted to them, teachers can
significantly influence students through minor adjustments.
1. Introduction For instance, if a teacher aims for a serene and soothing
classroom atmosphere, they can strategically utilize colors
A student's academic journey extends beyond examinations,
to achieve this effect.
tests, and assignments; it is also shaped by various
Classroom design can be varied in many ways to encourage
environmental elements. The design of the classroom is one
classroom discussion (Marx et al., 1992). In traditional
704
classrooms, participation is lower at the back of the class,
grades decrease as the distance from the teacher increases,
2. Literature Review
and in larger classes a lower percentage of students While there is general agreement that different placement
participate. In contrast, semi-circular arrangements allow for options are effective, there is considerable disagreement
more relaxed discussions both between teachers and about how and when to best use different placement options
students and among students themselves. Students also to meet students' needs. There is still much confusion about
asked more questions and learnt more than in traditional the relationship between placement options and students'
rows and columns. These decentralised arrangements academic performance in the classroom. Kinahan (2017)
encourage participation and show that the physical noted that teachers are not fully aware of how students
characteristics of the classroom significantly influence benefit academically from different placements in the
student engagement (Ridling, 1994). classroom.
In relation to the above statement, the physical environment
of the classroom should be considered an important factor in
It has been proposed that students' performance in the providing students with an optimal learning experience
classroom may be linked to the alignment of their individual (Fernandes et al., 2015). Nevertheless, decisions have to be
learning styles with the teaching style employed in the made on how to implement different seating arrangements
classroom. A mismatch between these styles is associated in the classroom and how these arrangements will fit into
with undesirable behavior and subpar academic the daily routine of the classroom (Cillessen, 2015). This is
performance (Baum, Renzulli, and Hebert, 1995). This because each seating arrangement has a direct impact on
suggests that modifications to the environment could how students acquire knowledge and indirectly affects their
mitigate some misbehavior and enhance student learning outcomes. Over the past three decades, several
performance in the classroom. Numerous studies indicate researchers have tried to understand how classroom seating
that students positioned at the front of the class tend to affects students' learning outcomes (Woodson, 2015).
outperform those seated elsewhere, irrespective of
individual preferences. Even students who initially prefer When you think about the importance of the school
back seats exhibit significant performance improvement environment, you might think about how students feel in the
when moved to the front (Spicer, 2016). The belief is that classroom and what the classroom looks like physically.
the front of the classroom offers fewer distractions, allowing Numerous studies show that there are a number of
students to concentrate more on the teacher. This research additional factors that come into play when talking about
underscores that a student's success in the classroom is not 'school environment'. When Weinstein (2019) examined the
solely determined by their inherent learning abilities; different components of the school environment, he focused
instead, the environment in which a student is placed plays a on aspects such as "seating position, classroom design,
role in their success or failure in a particular subject. density, privacy, noise and windows" and classroom ecology
(p. 578). Several decades ago, Weinstein had already
The physical arrangement of most classrooms provides managed to establish a link between students' seating
insights into the learning process, from lecture halls to position in the classroom and their academic performance.
smaller, more personalized classrooms, all sharing a In a study conducted 17 years later, a sense of belonging
relatively similar appearance. It's easy to envision students was found to be positively correlated with student
entering, taking their seats, opening their notebooks, and achievement and effectiveness due to the positive
sitting quietly while the teacher occupies the lectern or relationships between students and teachers and their ability
moves to the front of the class. Sanders (2018) discovered to promote school enjoyment without fear of failure
that teachers and administrators often adhere to traditional (Midgley, 2016). As discussed in recent research by
furniture arrangements. Even when portable chairs are used, Fernandes, Huang and Rinaldo (2011), results showed that
deviations from the established rows are infrequent. The effective classroom seating design influences student
adherence to flat rows almost inevitably labels deviations as participation, sense of control, and academic and
subversive (Becker, 2013). Likewise, when Rolfe (2011) nonacademic activities.
compared classroom participation in rooms with fixed and
movable seating, he observed that while movable seating Research shows that the front of the classroom is the best
was more convenient for teaching, it was less effective in place to perform. But the problem is a bit more complex.
terms of teaching and patterns of space use, which remained Placement at the front of the classroom is determined by the
largely unchanged. number of students, so in many cases, it's the size of the
classroom that causes problems. Classroom size has been
shown to have a direct effect on the number of students
participating smaller classes (6-20 students) had almost
twice as many students as medium (21-50) and large (50+)

705
classes. The small classes had an average of 5.8 minutes of Ho1: There is no significant relationship between classroom
student participation, while the medium and large classes seating arrangement and academic performance of students
had 2.4 and 2.6 minutes of student participation respectively in Mathematics in public day schools in Musanze District.
(Becker, 1973). Higher student participation is naturally in
line with better student performance, as more
communication allows the teacher to solve problems that
3. Methodology
Research design serves as a systematic framework for study
arise, better understand where students are having
procedures. This research employed both qualitative and
difficulties, and to keep students' energy and motivation
quantitative methods to investigate the causes, effects, and
high.
relationships between variables. Using a survey research
The purpose of this paper was to analyze the effect of design, data from students, teachers, head teachers and
classroom seating arrangement on academic performance of Sector Education officers from five public day schools from
students in public day schools in Musanze District. Musanze sector which are GS Muhoza I, GS Muhoza II, GS
This study sought to achieve the following research Kabaya, GS Cyabagarura and GS Busogo I. Thus the total
hypothesis: population was 1600 Participants. The table below gives
details of the target population.
Source: Musanze District report, 2023
4. Results and Discussion
Random sampling was used to select a representative Mathematic teachers, headteachers, and 4 th, 5th and 6th grade
sample of each of the parties used in the study. This study science/Mathematics students were selected for this study
consists of 1,600 persons as the research population and the because they have more knowledge and experience of
sample size was determined using Yamane's (1973) formula, teaching and learning in their schools than other students in
their schools. The study involved 250 questionnaire
Where: respondents and 5 headteachers from 5 selected secondary
n is the sample size, N is the population size, and e is the schools were interviewed.
marginal error of 5% through level of confidence of 95%.
Thus, this formula is applied to the above sample n = 4.1. Results
𝑁
1+𝑁 (𝑒)2 Therefore, n = = 320 N: Total 4.1.1. Descriptive Statistics
population under the study was 1600 and n: Effect of classroom seating arrangement on academic
sample is 320 performance of mathematics subject
Table 1: Table showing size of population of selected schools
Schools Number Sector Number head Number Total
of Education of of population
teachers officers teacher Students

GS Muhoza I 10 - 1 338 354

GS Muhoza II 11 - 1 321 332

GS Kabaya 11 - 1 398 415

GS Cyabagarura 11 - 1 390 408

GS Busogo I 7 - 1 347 411

Total 50 5 5 1540 1600

A carefully constructed questionnaire and a written

interview guide were used to collect written and oral
responses from key informants, including pupils, school
principals, education staff and teachers.

706
In this research the study attempted to determine the effect interaction, respondents strongly concurred, registering a
of classroom seating arrangement on academic As shown in mean of 4.35 and a positive high correlation standard
Table 2, the results refer to five statements assessing the deviation of 0.72. Lastly, respondents were asked if they can
impact of classroom seating arrangements on students' see every student in the class during mathematics lessons.
achievement in mathematics. The results show that seating On this point, respondents strongly disagreed with a mean
arrangements in the mathematics classroom significantly of 4.00 and a very high correlation standard deviation of
facilitate the teacher's assistance in the classroom, with a 1.16, indicating substantial divergence in the perceptions of
mean score of 3.82 and a very high positive standard the respondents. Consequently, the majority of respondents
deviation of 1.04. This determined a high standard deviation were in disagreement and shared the perspective that the
in the perception of the respondents. This resulted in a high aforementioned aspects are not pivotal components of
standard deviation in the perception of the respondents. The classroom seating arrangements and do not influence
second question asked respondents to what extent they students' academic performance in the sampled schools.
agreed that sitting in mathematics lessons promotes student From Table 3 the level of agreement of students’ academic
interaction in the classroom. In this instance, respondents performance in Mathematics as subject was revealed. As
expressed disagreement, with a mean of 4.26 and a positive shown, respondents reported that the registration rate for the
correlation standard deviation of 0.63, signifying that the students was outstanding., with a mean of 3.71 and a
majority of respondents did not support this statement. standard deviation of a very positive correlation of 0.94. In
Moving on to the next aspect, which assessed whether the addition, respondents also strongly indicated that the
seating arrangement during mathematics instruction allows students’ academic result in national exams are generally
for ease of movement, most respondents strongly disagreed, excellent, with a mean of 3.69 and a standard deviation of a
yielding a mean of 3.90 and a high positive correlation very positive correlation of 0.95. The third question asked
standard deviation of 0.75. Regarding the fourth query whether the dropout rate of students was decreasing. Most
about whether classroom seating arrangements during of respondents agreed with this statement, with a mean of
mathematics instruction impact student engagement in class
activities through the convenience of communication and

performance of mathematics subject in public day schools in

Rwanda.
Table 2: Respondents’ perceptions on how classroom seating arrangement affect academic performance of
mathematics subject

Statements Mean Std Dev

The seating arrangement when teaching Mathematics as subject facilitates the teacher’s assistance 3.82 1.04
during class.
The seating arrangement when teaching Mathematics facilitates class related interaction among 4.26 .63
the students during class.
The seating arrangement when teaching Mathematics allows for ease of movement. 3.90 .75
Classroom seating arrangements when teaching Mathematics affect student engagement in class 4.35 .72
activities through the level of convenience of communication and interaction.
In my class I can see every student in the class when teaching Mathematics 4.50 .75
D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree, M=Mean, Std=Standard deviation

Table 3: Level of agreement on students’ academic performance

Std
Statements Mean Dev

The registration rate for the pupils was outstanding. 3.71 0.94

The students’ academic result in national exams are generally excellent 3.69 0.95
The dropout rate of students was decreasing 3.88 0.51
The repetition rate of students has decreased. 707 4.16 0.88
I will evaluate the overall job performance of the school. 3.97 0.72
Source: Primary data, 2023
D=Disagree, N=Neutral, A=Agree, SA=Strongly Agree, M=Mean, Std=Standard deviation
 3.88 and a standard deviation of 0.51. The next item asked
whether the repetition rate of students has decreased and,
for this statement, the majority of the respondents agreed
with a mean of 4.16 and a standard deviation of the very
high positive correlation of 0.88. This mean indicates that
the majority of respondents agreed, but with a large
difference of opinion. Lastly, respondents were asked
whether they evaluated the overall job performance of the
school, the majority of respondents agreed that statement
with a mean of 3.97 and a standard deviation of 0.72
4.1.2. Inferential Statistics Table 4: Correlation Analysis between classroom seating arrangement and students’
academic performance in Mathematics

Classroom Students’ academic

seating performance
ar
r
decision making can be explained by otherPearson
factors Correlation
not captured by this 1 angement
study. Mod SumSig. Squar
Classroom seating arrangement (2-tailed) D Mean F Sig
**. Correlation is
el of Nes f Square
250 .
significant at the
0.01 level (2-
Table 6. Analysis of variance **
Pearson Correlation .775 1 tailed).
Regression 168.764
Sig. (2-tailed) 3 56.255 70.817 .000b
Students’ academic performance .000
1 Residual N
90.558 114 250
.794 250

The results of Pearson

Total correlation analysis in Table 4 117
259.322 arrangement is an important factor that determines
show that classroom seating arrangement (r=0.775, students' academic performance. A study by Benedict and
p=0.000) isa.positively
Dependentand significantly
variable: related
students to students'
‘academic performance Hoag (2014) shows that pupils who sit close to the
academic achievement. Since the p-value was less than blackboard perform better in mathematics than those who
b. Predictors: (constant), classroom
5%, the correlation was considered statistically seating arrangement sit far from the blackboard.
significant.
4.1.3. Multiple Regression
Thus, the results of the correlation analysis indicate that
there is a positive and statistically significant relationship The results of the multiple regression are presented in the
between classroom seating arrangement and students' tables that follow.
performance in mathematics in the five selected
government schools in Musanze district. Classroom seating
Table 5: Fit of model
Model R R Square Adjusted R Square Std. Error of the
Estimate

1 .807a .651 .642 .89127

a. Predictors: (Constant), Classroom seating arrangement

The table above indicates the fit of model. It shows the performance which implies that 34.9% of The ANOVA
fitness of the regression model in explaining the variables statistics in Table 6 show that the overall model is
under study. The findings show that the predictor variable; statistically significant. This is confirmed by a probability
Classroom seating arrangement adequately explained value (p) of 0.000. The results of the F-test at the 0.01 level
students ‘academic performance. R square of 0.651 of significance are: F-estimation>table,
supported the findings. This implies that the predictor Festimation=70.817 and P ,000b and <0.05. The model is
variables can explain 65.1% of the students ‘academic therefore significant at the 1% significance level. The
708
 pvalue reported in this study is significant because it is rate for the pupils was outstanding, when there is he
less than the normal probability at the 0.05 level of students’ academic result in national exams which are
significance. These results indicate that the independent generally excellent, when the dropout rate of students was
variable 'student performance in mathematics' is a good decreasing, when the repetition rate of students has
predictor of student performance in mathematics. decreased and finally when they evaluate the overall job
performance of the school.
4.2. Discussion
From the findings, the study revealed that classroom 5. Conclusion and Recommendations
seating arrangement affects academic performance of
mathematics subject, by the seating arrangement when 5.1 Conclusion
teaching Mathematics as subject facilitates the teacher’s From the findings of this study, it is concluded that
assistance during class, by the seating arrangement when classroom seating arrangement affects academic
teaching Mathematics facilitates class related interaction performance of mathematics subject by the seating
among the students during class, by the seating arrangement when teaching Mathematics as subject
arrangement when teaching Mathematics allows for ease facilitates the teacher’s assistance during class, by the
of movement and by classroom seating arrangements seating arrangement when teaching Mathematics facilitates
when teaching Mathematics affect student engagement in class related interaction among the students during class, by
class activities through the level of convenience of the seating arrangement when teaching Mathematics allows
communication and interaction. for ease of movement and by classroom seating
arrangements when teaching Mathematics affect student
The interview data gathered the views of the participants engagement in class activities through the level of
on the effect of classroom seating arrangement on the convenience of communication and interaction.
academic performance of the students.
The Sector Education officers and head teachers were 5.2 Recommendations
interviewed and the findings from the interview given to In light of the conclusions drawn, the study recommends
them about classroom seating arrangement and academic that it has been demonstrated through research and
performance in Mathematics subject showed that all experimentation that moving students to the front and
respondents unanimously agree that there is a strong center of a classroom gives them the potential for higher
correlation between classroom seating arrangement and performance on assessments that test newly learned
their academic performance in the mathematics subject. material. This information can help teachers design
One headteacher expressing his views had this to say: classroom seating plans that maximize student potential
“Some students prefer to sit near doors and windows and minimize student distraction while studying
because it provides enough entertainment to avoid Mathematics. Besides, the teachers should rotate students
monotonous lessons. Joking, whispering, passing notes, frequently. By bringing students up front, even for a short
doodling, etc. are common among pupils who usually sit time, the student has the potential for higher grades and
at the back. As a result, seating arrangements can be a more teacher interaction, therefore helping to increase
cause of poor pupil performance because attention, intrinsic motivation. This motivation could be brought to
concentration, comprehension and ability to absorb other parts of the classroom, so the student is not required
information may depend on where pupils choose to sit. to sit in the front in order to do well.
“(10th October,2003).
These results are in line with the study by Rachel (2013),
which found that in most cases desks were compared with
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