Enjoyment and Productivity as a Function of Classroom Seating Location

Abstract

43 students in an introductory psychology class were periodically moved from one seating location to another in an attempt to discover the effects of location on classroom test performance and on four aspects of personal preference: enjoyment, motivation, feeling a part, and interest. The students spent the entire classroom time between successive tests seated in one of three “zones” located at various distances from the front of the classroom. Immediately prior to each test the students responded to a personal experience questionnaire and then took the exam, after which they were assigned to a new location. Analysis of variance indicated no significant differences in test performance as a function of seating location. There were, however, significant differences on all four aspects of personal preference as a function of seating location in both free and assigned seating. These results are consistent with other research which indicates no effect on performance attributable to location. They also make it clear that students’ satisfaction with a classroom experience is closely related to proximity of student and teacher.