Classroom Seating Arrangement and Learners' Engagement in Governor Generoso South District

Abstract

The study examined the relationship between classroom seating arrangement and Grade 3 learners’ engagement in Gov. Generoso South District, Davao Oriental Schools Division. It employed a non-experimental descriptive-correlational research design, using an adapted survey instrument to collect responses from randomly selected teachers. Mean scores with descriptive interpretations, Pearson r, and Simple Linear Regression Analysis were utilized for data analysis. The findings indicated that classroom seating arrangements, particularly in terms of accessibility and visual and auditory comfort, were often manifested. Social interactions and behavioral disruptions were sometimes observed, while teacher-student proximity was moderately extensive and infrequently noted. Learners’ engagement, including interest level, in-class behavior, attention span, and participation rate, were often observed, with participation rate occasionally noted and moderately extensive. A significant correlation was found between classroom seating arrangement and learners’ engagement. All aspects of classroom seating arrangement—accessibility, behavioral disruptions, social interactions, teacher-student proximity, and visual and auditory comfort—significantly influenced learners’ engagement. Future research could explore the long-term effects of specific seating arrangements on students' academic performance and social development.