Quantitative Research: Article Critique, Chapter Three

Quantitative Research: Article Critique, Chapter Three

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Abstract

This paper examines the impact of seating arrangements on student participation in the class by critiquing chapter three of the article by Huang & Fernandes (2013). It focuses on the impacts of classroom environment on student learning, the relationship between seating arrangement and academic realization, and motivation. Through quantitative analysis of the data obtained from a survey that covered 60 teachers in North America schools, Huang & Fernandes (2013) determined that the seating arrangements affected students’ class participation and achievements, teachers perceived students’ classroom participation as voluntary, and teachers’ ages and specialization influenced their views on seating arrangements.  

Key Terms: classroom environment, seating arrangement, students’ participation, students’ motivation

Quantitative Research: Article Critique, Chapter Three

The classroom environment consists of various elements that can either be controlled or not by the teacher. Some of the components of the classroom environment are physical spacing, the temperature of the room, lighting, and students seating position, as well as the seating arrangement in classrooms. In seating arrangement, there exists a myth that the student’s seating position replicates his or her willingness, motivation, as well as engagement to learn in class. Teachers hold varied views concerning the student’s seating positions within the schoolroom. Several studies have been conducted in the previous periods to determine the students’ capabilities based on their seating arrangement, i.e. best students prefer sitting in front of the class environment. Thus, the paper outlines the impact of seating arrangements on student participation in the classroom by summarizing chapter three of Huang & Fernandes’ (2013) work and criticizing the findings against related literature.

Summary of Chapter Three

In their article, Huang & Fernandes (2013) intended to determine the “the impact of seating arrangements on student participation in the classroom.” Their research examined North American Education environment based on the belief of Socrates’s philosophy on learning environment, in which teachers regard themselves as facilitators of learning rather than authorities of knowledge. The primary objective was to examine high school teachers’ views regarding the influence of seating arrangement on the students’ classroom involvement. Similarly, the following specific objectives guided the two authors. First, how various seating arrangements affect student participation, motivation, as well as interaction in the classroom. Second, how teachers can get North America students involved in the classroom. Third, the role classroom environment plays in North America students’ learning in classroom and finally, there is a correlation between seating arrangement and students’ achievements.

 The methodology employed for data collection was teachers’ survey which comprised of two sections i.e. demographic information concerning the participants, and second part had nineteen items that required the participants (teachers) to specify if they strongly agree or strongly disagree based on each specific objectives. The obtained data was analyzed at multiple different levels, for instance, using SPSS and ANOVA, as well as the Multiple Analysis of Variance-MANOVA. The means, the standard deviation, the group, and significant differences were all identified from the analysis.

Following the analysis, Huang & Fernandes (2013) came up with several major findings. First, North American high school teachers acknowledged that seating arrangement has considerable impact on the learners and their involvement in the classroom environment. Second, the age of the teacher and his or her subject of specialization imposed significant variation regarding how seating arrangements are viewed to affect the learners’ participation in the classroom set up. Third, in North America, teachers perceived student involvement in the classroom surrounding as being voluntary but not compulsory. Lastly, the study determined that some teachers seemed to be more self-directed than enforced on seating arrangements in classrooms.

Discussion

Based on their study, Huang & Fernandes (2013) verified that high school teachers’ accredited seating arrangements have great effect on learners, as well as the trainees’ involvement groups in the classroom environment.  The findings based on descriptive statistics showed that there existed greater differences in the participants’ (teachers) responses, in which the teachers generally concurred that seating arrangements have significant influences on students’ classroom participation. Likewise, the responses had a mean score between 3.45 and 4.20, with the standard deviation below one, only indicating how strongly the respondents shared similar opinions concerning how seating arrangements impact learners’ engagement, with highly performing students often taking front seats (Huang & Fernandes, 2013). According to Blasco-Arcas (2013), seating arrangement, from the viewpoint of the students, signifies their personality. Thus, the hardworking and attentive learners often occupy the front rows to readily grasp any important information while the laid back, as well as casual learners, opt for the back benches to reduce any chances of their tutors noticing them (Blasco-Arcas, 2013). In another related study, Yulianto (2014) warned that the place occupied by a trainee in a classroom environment can affect students negatively, preventing them from meeting the intended objectives of a coursework. In consequence, making alterations in students’ seating arrangement may act as the best strategy to reduce the interference behaviors in classrooms.  

Huang & Fernandes (2013) also found out that the subject taught, as well as demographic variables of the age of the teachers, alongside their experience, do influence their perception on seating arrangement in the classroom set up. Based on the one-way ANOVA analysis, it was affirmed that the demographic variable of age and the subject area of specialization both had substantial impacts on the research objectives, with the p square greater than 0.05. The teachers with Bachelor’s degree reported a higher mean of 4.07 while Master’ degree trainers had an average of 4.24 that seating arrangements affect students participation (Huang & Fernandes, 2013). Tatum et al. (2013) argued that seating arrangement relies on the teacher’s characteristics, such as academic and professional qualification, experience, and gender. A skilled preschool teacher who prepares adequately for the lessons has an efficient class and positive results. Similarly, such teachers ensure the students’ seating arrangement in the classroom creates an atmosphere of fun instead of chaos (Bicard et al., 2012).