Effects of Diverse Classroom Seating Arrangement on the Behavior and Academic Performance of Grade Four Pupils
DOI:
https://doi.org/10.65339/ijsis.V1.I4.258Keywords:
Diverse Classroom Seating Arrangements, Pupil Behavior, Academic Performance, Classroom Management, Grade Four Pupils, Flexible Learning EnvironmentAbstract
This study examined the effects of diverse classroom seating arrangements on the behavior and academic performance of Grade Four pupils in selected public elementary schools in Taytay District during School Year 2025–2026. Employing a descriptive-correlational research design supported by documentary analysis, the study involved 25 Grade Four teachers and 386 pupil-respondents from nine public elementary schools. A researcher-made questionnaire-checklist was used to assess the effects of diverse seating arrangements in terms of engagement and motivation, concentration and focus, comfort and well-being, and learning style and differentiation. Pupils’ average grades served as the basis for determining academic performance, while the problems encountered in implementing diverse seating arrangements were also examined.The findings revealed that diverse classroom seating arrangements had a moderate effect on pupils’ behavior across all four dimensions. A significant difference existed between teachers’ and pupils’ perceptions regarding engagement and motivation, whereas no significant differences were found in concentration and focus, comfort and well-being, and learning style and differentiation. Respondents’ personal and demographic characteristics did not significantly influence their perceptions of the effects of diverse seating arrangements. Furthermore, Grade Four pupils demonstrated Very Satisfactory academic performance. However, no significant relationship was established between diverse classroom seating arrangements and academic performance. Teachers and pupils also reported experiencing moderate implementation-related problems.The study concluded that diverse classroom seating arrangements provide behavioral and affective support to pupils but do not necessarily translate into improved academic performance. It is recommended that school administrators sustain flexible seating practices while strengthening classroom management strategies, promoting pupil participation in seating decisions, and addressing implementation challenges. The proposed action plan may serve as a guide for improving classroom seating practices and creating a more responsive learning environment
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Copyright (c) 2026 Regine Joyce E. Tiraña, MAEd (Author)
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