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Critical review of student seating location preferences in lectures linked to student performance

Critical review of student seating location preferences in lectures linked to student performance

Farinas-Almeida, Frederico (2013) Critical review of student seating location preferences in lectures linked to student performance. [Working Paper]

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Abstract

This literature review identifies the main literature that relates students’ seat choice to performance and evaluates and interprets the literature results together with literature that highlights possible reasons for seat choice. The majority of research studies on the relationship between seat location and performance have identified that students seated in the central-front zones have higher course grades than students sitting further back. However, prior subject experience and academic ability may affect results and should be controlled within studies. Only a few studies have done this and most used self-reported academic grades, such as GPA, which have a potential for error, particularly amongst weaker students. A student’s seat reference, rather than actual seat, may be a better indicator of performance. Seat preference maybe driven by the personality of the student. Students who are more motivated and are more positive about a course are more likely to sit in the central-front zones. Therefore, personality traits should also form part of a thorough study.

Item Type: Working Paper
Uncontrolled Keywords: classroom, ecology, performance
Subjects: B Philosophy. Psychology. Religion > BF Psychology
H Social Sciences > H Social Sciences (General)
Faculty / Department / Research Group: Faculty of Business > Centre for Governance, Risk & Accountability (GRA)
Related URLs:
Last Modified: 14 Oct 2016 09:24
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/10203

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