Class Seating
This week I would like to share a recent article by two of our colleagues. The study explores the effect of seat selection by students in a classroom. The paper is entitled, “Seat Selection as a Function of Cultural and Individual Differences:Insights from Undergraduate Students in China” by Kehan et al. (2024). The “study’s findings suggest that seating preferences are largely a function of individual differences and personal preferences, which often stem from personal and cultural factors. These factors are discussed under five primary themes: course academic value, gaining positive experiences, avoiding negative experiences, modesty and humility, and social belonging.”
The study was conducted among freshmen students who transitioned from traditional Chinese high schools to a Sino-American university, which primarily employs Western pedagogies emphasizing active student engagement. Participants’ reasons for choosing classroom seats included course type, credit value, contribution to GPA, interest in the subject, and a desire to experience positive emotions. In contrast, students who preferred back seats cited the avoidance of negative emotions such as stress, anxiety, and nervousness that may arise from being called upon by the teacher to answer a question.
Key Findings:
Emotional Experience: Positive emotions such as interest in the subject and liking for the instructor encourage students to sit in front rows, while negative emotions like stress and anxiety lead them to prefer back rows to avoid attention.
Modesty and Humility: Many students associate occupying front rows with overconfidence and high ambition. Therefore, some students prefer sitting in the back rows to avoid appearing boastful.
Social Belongingness: The desire to sit with friends significantly influences seating choices, indicating the importance of social cohesion in the classroom environment. Some students also prefer sitting next to peers of the same gender.
Preferred Seating Arrangement: Despite alternative seating arrangements like horseshoe or cluster setups, the majority of students prefer traditional straight rows, citing convenience and better visibility of the instructor as reasons.
Implications:
Instructor Awareness: Instructors should be cognizant of cultural factors influencing students' seating preferences and avoid stereotyping. They should recognize that students in back rows may still be engaged learners who prefer observation-based learning.
Flexibility in Group Assignments: Allowing students autonomy in choosing seating arrangements can enhance their learning experience, especially in collaborative activities.
Instructional Quality and Teacher Personality: Students' seating choices may reflect their perceptions of instructional quality and the instructor's personality. Instructors should strive to create a supportive and engaging learning environment to accommodate diverse student preferences.
References
Kehan, L., Kaur, A., Yu, Z., Yuzhen, H., Yuchong, H., Yinuo, Z., & Noman, M. (2024). Seat Selection As a Function of Cultural and Individual Differences: Insights from Undergraduate Students in China. Teaching and Learning Inquiry, 12(7) (February). https://doi.org/10.20343/teachlearninqu
