The Effect of Seating Location on students’ Performance in Physics: Interactive Use of Computer Presentations

Abstract

The growing enrolment in schools has resulted in large classrooms with various seating arrangement. In order to observe the effect of seating location on student’s performance, the researchers took a sample of ‘O’ level Physics students. The students were administered a pre-test to form two equivalent groups. The students in one group were randomly assigned the action-zone seats while the other group was seated in the non-action zone seats. The class was taught for four weeks through computer multimedia presentations. A post-test was administered at the end and the students’ performance was analyzed on various assessment objectives. Data were analyzed using two-way repeated measure ANOVA. No significant difference was found in the mean score of students’ seating in the action zone and the non-action zone. The students differed in their performance on various assessment objectives. There was significant difference in students’ performance on recalling component but not in understanding component, or handling information, or problem solving component.