It is considered that the students who sit in the first row in the classroom are to be more productive and intelligent in the future as compared to students sitting at the back. The selection of a seat in the classroom is one of the major reasons for the development of a child according to their understanding of a particular subject. The paper aims at focussing proper education in the classroom to the students with the help allocation of seats during the term, additionally bringing a change in the patterns of course structure, lectures, and the grading system.
The location of the seat of the groups showcased a drastic change in the behavior of the students. The students sitting at the back were shuffled with the students sitting in the front. The change was a major one where it was witnessed that due to the shuffling of seats the back student who was sitting in the front started asking more questions and involved in discussions and participation in the classroom (Perkins & Wieman, 2005). The average student attendance decreased by less than 1% (Perkins & Wieman, 2005).
The course of Physics of Everyday Life was introduced with two sessions of 75 minutes in a week which also included homework, assignments, and exams to analyze the grasping power of the students (Perkins & Wieman, 2005). Via a variety of approaches, the lectures were structured to be highly engaging and interactive for the students. During every lecture, peer teaching strategies were used to boost student conversation and provide input to both the student and the teacher (Perkins & Wieman, 2005). Participation and attendance in the questions and in-class discussion were facilitated by the grading system. For the first half of the term, 82.7 percent of students attended, with 1 percent of students barely showing up (Perkins & Wieman, 2005). Attendance averaged 79.6% in the second half of the term, with 5.4 percent of students barely turned up.
The study was conducted on 201 students with a combination of ages and majors who were taught the Physics of Everyday Life course at the University of Colorado (Perkins & Wieman, 2005). The students were trained to carry out calculations based on the algebraic physics course. Two lectures of 75 minutes per week were included in the class. Out of the total sample size, 43% of students in the course were beginners.
The design used complements the objective which has to be achieved for the development of students. All four groups of the students were seen benefit after seat allocation and its reassignment in the classroom. The change brought in the patterns of course structure, lectures and the grading system helped the students to understand the course in a proper manner and score marks. These factors accumulated with the changes in seat locations in the classroom. The technique of the Colorado Learning Attitudes about Science Survey (CLASS) was used to analyze the learning of physics gained by different groups of students during the course in the classroom (Perkins & Wieman, 2005). The concepts used for better understanding students showed necessary changes in the understanding of the course by students.
The size of 201 students was appropriate to witness a change in the understanding of the course by the allocation of seats during the term, additionally bringing a change in the patterns of course structure, lectures, and the grading system. This is a positive aspect that the same method can be applied to a larger group of students as well.
The shuffling of students sitting at back and front of the classroom at the starting of the term, mid-term, and at the end of the term has shown significant results. The students were divided into four groups and each group of students was analyzed based upon the change in the patterns of course structure, lectures, and the grading system. The results of students were comparatively better than the previous one and all students got equal attention from the instructor and participated equally in the sessions of the course.
Perkins, K., & Wieman, C. (2005). The Surprising Impact of Seat Location on Student Performance. The Physics Teacher, 43(1), 30-33. https://doi.org/10.1119/1.1845987
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