The relationship between the distance from the instructor to the student and grades received

Abstract

The purpose of this research was to determine if student academic performance was affected by seating location in a classroom. The primary emphasis of the investigation was directed toward drafting student academic performance. A search of the literature for research comparing student location in the classroom with achievement revealed only a few studies of this type. None indicated that classes with manipulative activity such as in drafting classes had been examined. Previous research generally supported the hypothesis that there was a relationship between student location in the classroom and achievement. Procedures: In light of the findings from the literature reviewed, drafting classes combining lecture presentations with manipulative laboratory requirements and history and animal science classes with lecture presentations but no manipulative requirements were selected for examination. Seventeen instructors and 1,761 students participated in the study. Grades for each of the students were obtained from the records of the instructors who taught 20 class sections. A floor plan of each classroom was drawn to scale and the location of each seat was plotted. The distance from each seat to the teaching station was determined by physical measurements in the classrooms and from the floor plans. Each student was assigned to one of four groups depending upon the distance the student was seated from the teaching station.