Appropriate Seating Arrangement in Different Activities inside

the Classroom

A Thesis presented to the

Faculty of the School of Education
Southwestern University PHINMA

In Partial Fulfilment
of the Requirements for the Degree
Bachelor of Elementary Education
Major in General Content

by

Jelena E. Briones
Disny D. Saturos

March 2019
 TABLE OF CONTENTS

I. INTRODUCTION PAGE

Situation Analysis

Objective of the Study

Importance of the Study

Review Related Literature

II. METHODOLOGY

Research Environment

Research Subject

Data Collection

Data Analysis

RESULTS AND DISCUSSION

All Tables and Discussion

Action Plan Matrix

SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

III. DOCUMENTATION
 INTRODUCTION

Situation Analysis

Seating Arrangements are mostly used by teachers to facilitate

and organize the students in the classroom. Seating arrangements for

teachers is an alternative way of minimizing the noise in the classroom

to achieve a peaceful and quiet environment. And for the students to

pay attention and participate to the teacher’s discussion.

Many teachers are stressed out during their discussions and

whenever they will assign their students an activity, the classroom

seems to be noisy and unorganized. One of the reasons for this is that,

the teacher may not be able to control the number of students in the

classroom thus, creating the result of the classroom being noisy.

Seating Arrangements can help the Teachers in their discussions as it

minimizes the noise in the classroom and for them to monitor the

students as to where they are seated.

Seating Arrangements are also beneficial to the students as it

allows the students to; interact with other classmates, and to develop

new friends by finding someone with their same interests and hobbies.

It is also beneficial to the Teachers as it; organizes the entire

classroom in a specific activity, and for the activity to be a success and

helping the students learn something new.

Objective of the Study

This study aims to:

1. To provide appropriate seating arrangements in every

activity for students and to allow them to perform orderly
and systematically.

Teaching Theory

This study is anchored in Instructional Communication theory

suggests that seating arrangements have an impact on how the

instructor communicates with the students and how they interact with

one another, impacting engagement, motivation, and focus

(McCorskey and McVetta, 1978). More recent research also suggests

that students tend to prefer more flexible seating arrangements

(Harvey and Kenyon, 2013). In particular, students have been shown

to be more partial towards classrooms with mobile vs. fixed chairs,

and trapezoidal tables with chairs on casters as opposed to rectangular

tables with immobile chairs. In general, spaces designed in a student-

centered manner, focusing on learner construction of knowledge, can

support student learning (Rands and Gansemer-Topf, 2017). In reality,

however, many classrooms at colleges and universities have been built

using more conventional models for lecture and seminar-type courses.

Instructors can consider ways to modify seating arrangements and

match arrangements with the demands of classroom activities in order

to help maximize student learning. As such, the study of instructional

communication centers on the study of the communicative factors in

the teaching-learning process that occur across grade levels (e.g., K–

12, postsecondary), instructional settings (e.g., the classroom, the

organization), and subject matter (Friedrich, 1989; Staton, 1989).

Instructional communication is a discipline that centers on the

role that communication plays in the teaching-learning process

independent of the type of student learner, the subject matter, or the

instructional setting. Since its formal recognition as an area of

academic study in 1972 by the International Communication

Association, instructional communication researchers examine how

several factors—such as instructor teaching strategies and

preferences, student learning styles and orientations, instructor

classroom management practices, instructor and student

characteristics, and the development of communication relationships—

not only influence how and why students interact with their instructors

and their peers, but also the ways in which students respond favorably

to the learning environment. As such, the study of instructional

communication centers on the study of the communicative factors in

the teaching-learning process that occur across grade levels (e.g., K–

12, postsecondary), instructional settings (e.g., the classroom, the

organization), and subject matter (Friedrich, 1989; Staton, 1989).

IMPORTANCE OF THE STUDY

The findings of the study would be beneficial to the following:

School Administrators. This would serve as guide for them to

enhance their existing seating arrangement in every grade level.

Teachers. This serves as basis for them to adopt the varied seating

arrangements that would improve the performance of students in the

classroom.

Pupils. This would serve as guide for them to actively participate with

the classroom activities directed by the teachers.

Future Researchers. The data of this research served as reference

among future researchers who wished to undergo similar

undertakings.
 Review of Related Literature (RRL)

Varieties of Classroom Seating Arrangements

Traditional - The traditional lecture setup typically consists of rows of

fixed seating. Students face the instructor with their backs to one

another. This classroom seating arrangement is historically common in

colleges and universities, minimizing student-student communication

and largely supporting a “sage on the stage” learning environment.

The highest communication interactions between professors and

students typically occurs with students in the first row or along the

middle of the classroom. Students in back rows are more likely to be

less engaged.

Double Horseshoe - This seating arrangement involves an inner and

outer horseshoe, and similar to the conventional horseshoe, invites

greater discussion than the traditional format. It is more limited by the

backs of students within the inner circle facing students in the outer

circle. However, students may also more easily interact with those

nearest to them or turn around and face students behind them for

group work.
Pods (Groups, Pairs) - The pod or pair arrangement can be designed

with rectangular, circular or trapezoidal tables, or individual desks.

With regards to stations, instructors can place several tables together

to form student groups (e.g. 3 - 4 students), or pairs. This

arrangement can be especially advantageous when students will work

in groups or pairs with their classmates for a large portion of class

time. More generally, this arrangement communicates a learning

community where students are expected to work with one another.

 METHODOLOGY

Research Environment

The study was conducted at Southwestern University PHINMA

Basic Education department - Elementary Level from Grade 1 to Grade

6. It is a private non-sectarian school owned by PHINMA Education. It

is situated at Aznar rd., Urgello St. Cebu City. The school has exited

for 70 years to date.

Research Subject

The subject of the study are the classroom setting specifically

the seating arrangements of Grades 1 to 6 in Southwestern University

PHINMA.

Data Collection

The researchers conducted an interview to the classroom adviser

of each grade level about the different seating arrangements being
used in their classroom setting.

Data Analysis

The researchers found out that most of the teachers in

Southwestern University PHINMA preferred the traditional seating
arrangement because it caters the needs of the learners due to its
class size.
 RESULTS AND DISCUSSION

Table 2: Seating Arrangement used by Teachers

Seating Description Activities Grade Level

Arrangement
1 2 3 4 5 6
Students √ √ √ √ √ √
face the
instructor
with their
backs to one
another. The Lecture
highest Method or
Traditional
communicati Discussion
on
interactions
between
professor and
students
occurs in the
first row or
along the
middle of the
classroom
while in the
other hand
the back
rows tend to
be less
engaged.
 This √ √
seating
arrangement
involves an
inner and
outer Presentati
horseshoe, it on, Role
Double
invites Play,
Horseshoe
greater Games,
discussion
Dancing,

than the Storytellin

traditional g and etc.
format
because of
the wide
space in the
center.
Students may
also more
easily
interact with
those nearest
to them or
turn around
then face
students for
pair or group
work.
Promotes
active
learning.
 The pod or √ √ √
pair
arrangement
can be
designed with
rectangular,
Pods circular or Brainstorm
trapezoid ing, Group
(Groups or tables. Activity,
Pairs)
Teachers can Debate
place several and One
tables to Stay All
form student Stray
groups (3-4
students).
This
arrangement
is
advantageou
s will work in
group for a
large portion
of class time,
it creates a
learning
community
where
students are
expected to
work with one
another.

Table 2 showed that all of the teachers use the traditional

classroom seating arrangement, two teachers for the double horseshoe
and three teachers for the pair/group pods.
Table 3.1: Action Plan Matrix in English

Grades 1 - 3 (English)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Using nouns in Traditional

sentences, Usage
40 Groupings of punctuation Group pods
marks, Affixes,
30 Brainstorming Phonemes, Pair pods
Synonyms and
Antonyms, S-V
agreement,
Prepositions,
Elements of the
story, WH
Questions

Grades 4 - 6 (English)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Infer the different Traditional

meanings of
unfamiliar words,
40 Groupings Group pods
Identify the
30 Brainstorming Elements of the Pair pods
Story, Compound
Words, Compound
Sentences, Use
Complex
Sentences,
Idiomatic
Expressions

Table 3.1 showed that in a class of 50, the appropriate seating

arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.
Table 3.2: Action Plan Matrix in Science

Grades 1 - 3 (Science)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Method or Traditional

Senses, hape,
Discussion color, texture and
taste, Similarities
40 Groupings and Differences, Group pods
Proper Hygiene,
30 Brainstorming Go, Grow and Pair pods
Glow Foods, Parts
of the Body, Parts
of the
Environment,
Phases of Matter,
Nature, Climate

Grades 4- 6 (Science)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Changes of the Traditional

properties of
40 Groupings matter, Internal Group pods
Parts of the Body
30 Brainstorming and their Pair pods
Functions, Types
of Habitat, Water
Cycle, Weather
Conditions, Layers
of the Earth,
Pollination, Effect
of typhoons,
Ecosystem,
Season

Table 3.2 showed that in a class of 50, the appropriate seating

arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.

Table 3.3: Action Plan Matrix in Math

Grades 1 - 3 (Math)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Whole numbers up Traditional

to 10,000,
40 Groupings Fractions, Group pods
Measurement,
30 Brainstorming Making Pair pods
Connections, Pre-
algebra concepts,
Addition,Subtractio
n,Division,
Multiplication,
Simple Problem
Solving

Grades 4 - 6 (Math)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Whole numbers up Traditional

to 10,000,000,
40 Groupings Decimals including Group pods
30 Brainstorming money, Fractions, Pair pods
Ratio, Percent,
Plane Figures,
Perimeter and
Area,
Circumference,
Temperature,
Rate, Integers,
Spatial Figures,
Volume, Surface
Area, Meter
Reading

Table 3.3 showed that in a class of 50, the appropriate seating

arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.

Table 3.4: Action Plan Matrix in Filipino

Grades 1 - 3 (Filipino)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Maunawaan ang Traditional

pasalita at di
40 Groupings pasalita ng Group pods
30 Brainstorming pahayag, Pagbasa, Pair pods
Pagsulat
damdamin,
karanasan sa
narinig, nabasang
tekstong ayon sa
kanilang antas,
pangunahing
kaalaman sa wika,
wastong paglilipon
ng salita,
napahayag ang
damdamiin

Grades 4 - 6 (Filipino)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Kasingkahulugan Traditional

at
40 Groupings Magkasalungat, Group pods
Payak, Tambalan
at Hugnayan,
30 Brainstorming Simuno, Pair pods
Panaguri,
Nakapagbubuo
ng salita,
Wastong baybay,
bantas,
Nagbabahagi ng
karanasan,
pagbati, pataas
at pababang
guhit, Bagay,
Tao, Pangyayari
at Pook,
Pagsunod-sunod
sa pangyayari sa
kwento.
Table 3.4 showed that in a class of 50, the appropriate seating
arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.
Table 3.5: Action Plan Matrix in ESP

Grades 1 - 3 (ESP)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Pagkilala, Traditional

Pagpapahalaga at
40 Groupings pagiging Group pods
Responsable sa
30 Brainstorming sarili, Pair pods
Pampamilyang
Pagkakaisa,
Pagmamalasakit,
Pagdama sa
damdamin ng iba,
pagkamagalang at
pagkamatapat

Grades 4 - 6 (ESP)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Pagkamasunurin, Traditional

Pagkamagalang,
40 Groupings Pagpapahalaga sa Group pods
30 Brainstorming Karapatan, Pair pods
Kaayusan at
kapayapaan,
Pagmamalasakit
sa kapaligiran,
Pagmamahal sa
Diyos, Pag-asa,
Pagtitiwala sa
sarili,
Pagkamatipid,
Pagkakawanggawa
, Katatagan ng
Loob, Mabuting
kalusugan,
Kabutihan,
Pagbukas palad,
Mapanuring pag-
iisip.
Table 3.5 showed that in a class of 50, the appropriate seating
arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.

Table 3.6: Action Plan Matrix in Araling Panlipunan (AP)

Grades 1 - 3 (AP)

Class Size Activity Lessons Seating

Arrangement

50 Lecture Pagkilala sa sarili Traditional

sa pagkain, kulay,
40 Groupings damit, laruan at Group pods
30 Brainstorming lugar sa Pilipinas, Pair pods
Pagkilala sa mga
kasapi ng pamilya
(Family Tree)
Tungkulin ngmga
tao na bumubuo
ng paaralan,
Pagtukoy ng
lokasyon,
Maipagmalaki ang
kultura sa sariling
komunidad, Mga
kabuhayan nga
komunidad,

Grades 4 - 6 (AP)
Class Size Activity Lessons Seating
Arrangement

50 Lecture Batayang Traditional

Heograpiya,
40 Groupings Relihiyon, Anyong Group pods
tubig, Anyong
30 Brainstorming Lupa, Pair pods
Makasaysayang
pook at
pangyayari sa iba’t
ibang lalawigan,
pagpapahalaga sa
sagisag ng
kinabibilangang
lalawigan at
rehiyon, Dayalekto
at Wika,
Paniniwala at
 Tradisyon,
Katutubong sining,
Kabuhayan at
Pinagkunang
Yaman sa ibang
lalawigan,
Produkto
Industriya,
Kalakalan,
Negosyo,
Inprastraktura, Uri
ng Empleyo, Likas
na yaman,
Indigenous People
and Culture,
Sagisag ng Bansa,
Lokasyon gamit
ang mapa, Uri ng
mga pamamahala,
Konteksto ng
reporma,
Panghihimasok ng
Kastila, Amerikano
at Hapon, Mga
Presidente ng
Pilipinas,
Konsitusyun
Table 3.6 showed that in a class of 50, the appropriate seating
arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.

Table 3.7: Action Plan Matrix in MAPEH

Grades 1 -3 (MAPEH )

Class Size Activity Lessons Seating

Arrangement

50 Lecture Notes,Rests,
Musical Phrases, Traditional / Horse
Puppet, Folk Arts, Shoe
40 Groupings
30 Brainstorming Dynamics, Lines,
Colors, Locomotor
Movements and
Non-locomotor
Movements,
Posture, Laro ng
Lahi, Relay Games

Grades 4 -6 (MAPEH )

Class Size Activity Lessons Seating

Arrangement

50 Lecture Notes and Rests,

Traditional / Horse
Time Signatures,
Musical Shoe
40 Groupings
instruments,
30 Brainstorming Haarmony,
Painting,
Animation, Agility
and Speed, Playing
Target Games,
Basic Steps of
Itik-Itik,
Magbabao/Maglala
tik, A healthy
School and
community
Environment,
Proper Waste
management,
Environmental
Sanitation,
Consumer health,
House Products

Table 3.7 showed that in a class of 50, the appropriate seating

arrangement is Traditional. In a class of 40, the appropriate seating
arrangement is Group pods and in the class of 30, the appropriate
seating arrangement is pair pods in the following topics.
 SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS

SUMMARY OF FINDINGS

Most of the teachers in Southwestern University PHINMA prefer

traditional seating arrangement because it caters the students’ needs
since they have big class size. Using other seating arrangement would
take time and would consume 5-10 mins of their class hour. Also, they
prefer the tradition since they can monitor their students whereabouts
and what they’re doing in their respective seats.

The researchers found out that the appropriate seating

arrangement for small class size are double horseshoe, pair pods, and
group pods.

CONCLUSION

Based on the findings of the study, it is concluded that teachers

prefer more on the traditional seating arrangement than the
horseshoe, pair pods and group pods.

RECOMMENDATIONS

Based on the findings and conclusion: the researchers

recommended to have a limit number of students in each classroom to
have a wholesome experience and conducive environment for learning.
DOCUMENTATION
APPENDICES
 APPENDIX A

TRADITIONAL SEATING ARRANGEMENT

 APPENDIX B

DOUBLE HORSESHOE SEATING ARRANGEMENT

 APPENDIX C

GROUP PODS/PAIR PODS SEATING ARRANGEMENT