Seating Arrangement and Academic Performance of Bachelor of Elementary Education Students

This study investigates the relationship between seating arrangement and academic performance among Bachelor of Elementary Education (BEED) students at Eastern Samar State University - Guiuan Campus. Employing a descriptive-correlational research design, the study aims to explore natural associations between seating configurations and academic outcomes, utilizing a survey questionnaire adapted from previous research. Data collection involved administering the questionnaire to 121 BEED students across different academic levels. Statistical analysis, including frequency counts, percentages, and the Pearson Correlation Coefficient, was employed to interpret the data. Findings indicate that students perceive seating arrangements as influential on their academic engagement and performance, particularly highlighting psychological comfort as a significant factor. Results from the survey reveal an overall positive perception towards seating arrangements, with most students agreeing on the effectiveness of their current seating setups. Academic performance, measured through General Weighted Average (GWA), shows a majority of students achieving proficient and very good ratings. Statistical analysis confirms a moderate correlation (r = 0.498, p = 0.059) between seating arrangement and academic performance, suggesting a significant relationship. This implies that while seating arrangement is not the sole determinant of academic success, it plays a noteworthy role in student outcomes. In conclusion, the study underscores the importance of considering seating arrangements in enhancing classroom dynamics and improving educational outcomes. It provides valuable insights for educators and educational policymakers to optimize learning environments. Recommendations include empowering students in seat choice, designing learner-centered seating plans, and enhancing school infrastructure to foster conducive learning environments. Future research directions are proposed to further explore experimental approaches and refine strategies for improving learning quality and processes.