Separate worlds: The influence of seating location on student engagement, classroom experience, and performance in the large university lecture hall

• Published in: Journal of environmental psychology Vol. 49; pp. 55 - 64
• Main Authors: Shernoff, David J., Sannella, Alexander J., Schorr, Roberta Y., Sanchez-Wall, Lina, Ruzek, Erik A., Sinha, Suparna, Bressler, Denise M.
• Format: Journal Article
• Language: English
• Published: Elsevier India Pvt Ltd 01.04.2017
• Subjects: Lecture hall; Multilevel analysis; Seating; Student engagement; Student performance; Student performance; Multilevel analysis; Seating; Lecture hall; Student engagement
• ISSN: 0272-4944; 1522-9610
• DOI: 10.1016/j.jenvp.2016.12.002

The purpose of this study was to examine the influence of students' seating location in a large, lecture-style university course on student engagement, attention, classroom learning experience, and course performance. Participants (N = 407) were students in two cohorts of an undergraduate financial accounting course at a large university in the United States. They participated in the Experience Sampling Method measuring their self-reported seating location, engagement, attention, and other experiential dimensions throughout the one-semester course. Results showed that students reported lower engagement, attention, and quality of classroom experience when sitting in the back of the classroom than when sitting in the middle or front. Those sitting in the back of the classroom most of the time also received lower course grades. Engagement, attention, and other experiential factors mediated the influence of seating location on course grade. Multilevel models revealed both within-student and between-student effects of seating on classroom experience. •Lowest engagement was reported when sitting toward the back of the classroom.•Students sitting mostly in the back of the classroom received lower course grades.•Experiential factors mediated the influence of seating location on course grade.•There were within- and between-student effects of seating on classroom experience.•Both student dispositions and classroom context are likely interactive influences.