MANGATAREM NATIONAL HIGH SCHOOL

Brgy. Pogonlomboy, Mangatarem, Pangasinan

Senior High School Department
S.Y. 2023 – 2024
ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
12 STEM CAVENDISH – GROUP NUMBER 5

SURVEY REPORT
Classroom seating arrangement refers to the physical arrangement of seats, tables, and
presentations in a classroom that might influence student's learning (Campos, 2023). Countless
studies assert that seating arrangements have different effects on learners learning. The main
objective of this work is to prove those different claims on our society in terms of seating
arrangement during the class hours and to identify the students' reason for having seating
preferences. In that reason we are conducting a survey about seating arrangements of students by
asking them about their personal beliefs and different opinions in their current seating arrangements
for us to identify its various effects in the students' classroom performance. This report's goal is to
ascertain the behavioral consequences that students encounter in the designated room according to
their seating arrangement.

A comprehensive survey regarding seating arrangements was executed by Group 5 from

STEM-Cavendish, encompassing 30 students from different strands of MNHS. This research,
undertaken on January 11, 2024, aimed to discern the ramifications of seating arrangements on
students' classroom performance. The survey comprised five questions, employing a five-point
Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree).

Survey Results:

Question 1: Are you comfortable with your current seating arrangement in your classroom?

Are you comfortable with your current seating

arrangement in your classroom?

Strongly Disgaree Disagree Neutral Agree Strongly Agree

 The pie chart above shows students' answers to a survey for their seating arrangement,
which asks them if they are comfortable with their current seating arrangement in the classroom.
The respondents, now totaling 76.7%, expressed contentment with their seating
arrangement in the classroom, with the majority either agreeing (46.7%) or strongly agreeing (30%).
Merely 13.3% adopted a neutral stance, and none voiced disagreement or strong disagreement.

Question 2: Does proximity to the teacher impact your leaning experience?

Does the proximity to the teacher impact your

leaning experience?

Strongly Disgaree Disagree Neutral Agree Strongly Agree

The pie chart above shows students' answers to a survey for their seating arrangement,
which asked them if proximity to the teacher impacts their learning experience.
Responses were polarized regarding the impact of proximity to the teacher on the learning
experience. A notable 36.7% disagreed or strongly disagreed, whereas 33.3% concurred or strongly
concurred. The remaining 23.3% maintained a neutral perspective.

Question 3: Does your seating arrangement affect your interaction with peers during group
activities?

Does your seating arrangement affect your

interaction with peers during group activities?

Strongly Disgaree Disagree Neutral Agree Strongly Agree

 The pie chart above shows students' answers to a survey for their seating arrangement,
which asked them if their seating arrangement affects interaction with peers during their group
activities.
Divergent opinions emerged on the effect of seating arrangement on peer interaction during
group activities. 30% dissented or strongly dissented, 26.7% assented or strongly assented, and the
remaining 23.3% adopted a neutral stance.

Question 4: Does sitting beside your friends affect your classroom participation?

Does sitting beside your friends affect your

classroom participation?

Strongly Disgaree Disagree Neutral Agree Strongly Agree

The pie chart above shows students' answers to a survey for their seating arrangement,
which asked them if sitting beside their friends affects classroom participation.
Respondents showcased varying sentiments on the influence of sitting beside friends. A
significant 26.7% strongly concurred, 13.3% concurred, while an equal 26.7% dissented or strongly
dissented. Additionally, 20% maintained a neutral stance.

Question 5: Do you find yourself distracted by your seating arrangement?

Do you find yourself distracted by your seating

arrangement?

Strongly Disgaree Disagree Neutral Agree Strongly Agree

 The pie chart above shows students' answers to a survey for their seating arrangement,
which ask them if they find themselves distracted by their seating arrangement.
The preponderance of respondents, constituting 50%, refuted any distractions emanating
from their seating arrangement. A mere 10% acknowledged distraction or strong distraction, leaving
the remaining 30% in a neutral position.

In conclusion, this survey unveils the intricate dynamics of seating arrangements and their
profound impact on students' classroom performance. It gathers insights into how seating
arrangement influences students' comfort, learning experience, interaction with peers, classroom
participation, and level of distraction. A majority expresses contentment with their arrangements,
emphasizing the role in fostering comfort. Opinions vary on proximity to teachers and its influence
on the learning experience, as well as its impact on group interaction and the preference for sitting
beside friends. Distraction levels are generally low, with half dismissing any disturbance. Overall, the
findings reveal a significant correlation between seating arrangements and individual student
performance. Based on the gathered data, there are several notable observations, one being that
closer proximity to the teacher improves learning by reducing distractions and enhancing focus.
Sitting beside friends tends to encourage classroom participation. Arrangements that place you near
a familiar group contribute to a more comfortable environment, fostering free interaction with peers.
A pertinent suggestion is to introduce flexibility in arrangements, granting students autonomy over
their seating choices and making it more aligned with their preferences, resulting in an enhanced
overall learning experience. These findings underscore the nuanced nature of perspectives,
emphasizing the importance of acknowledging diverse preferences and experiences in refining and
optimizing the classroom environment.